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PERC 2020 Abstract Detail Page

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Abstract Title: Providing learning opportunities based on cognitive psychology and PER: student adoption, attitudes, and results in introductory mechanics
Abstract: A considerable amount of physics education research has been dedicated to conceptual understanding, misconceptions and problem-solving. However, as recently pointed by Zu, Munsell, and Rebello (2019), there is only a limited amount of research on more basic cognitive processes, such as the use of retrieval practice for improved memory. To address this literature gap, we provided a broad array of learning opportunities to students in an introductory mechanics course, with the intent to support both basic and complex learning processes. The learning strategies were: i) retrieval practice for memory strength of basic physics facts, ii) elaborative encoding for building initial associative links, iii) self-explanation for building abstract declarative rules for problem-solving, and iv) peer instruction for conceptual understanding. We present here an overview of the results of this investigation, some of which have already been accepted for publication, for example that weaker students seem to benefit more from retrieval practice.
Abstract Type: Juried Talk
Parallel Session: Juried Talks I

Author/Organizer Information

Primary Contact: Vegard Gjerde
University of Bergen
and Co-Presenter(s)
Bodil Holst & Stein Dankert Kolstø (co-authors)