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Abstract Title: Why the mean? Probing conceptual change
Abstract: The present study forms part of a broader programme aimed at investigating apparent conceptual change at a more fine-grained level than found using the Physics Measurement Questionnaire. In particular, the overall study attempted to explore the cause of measured student shifts from a "point" to a "set" paradigm when considering data from repeated measurements. Phase one of the study involved piloting a questionnaire while phase two was based off phase one's findings. For the present study a new question format was used with a view to elicit more meaningful explanations. The findings reported here indicate that for a large proportion of respondents, there was a difference between what they professed about a data set and what they enacted when required to carry out purported laboratory tasks. The study also highlighted the difficulty of probing conceptual change and indicated that the PMQ might not the most useful tool to use to achieve this.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C37

Author/Organizer Information

Primary Contact: Nuraan Majiet
University of Cape Town
Department of Physics
Cape Town, Non U.S. 7701
and Co-Presenter(s)
Saalih Allie, University of Cape Town