PERC 2020 Abstract Detail Page
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| Abstract Title: | Using Student-Generated Reading Questions to Encourage Pre-Class Preparation in Introductory Physics |
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| Abstract: | Pre-class reading is especially important for the active-learning classroom. Some strategies for encouraging students to prepare for class include quizzing students, replacing readings with videos, using a social-annotation platform, or asking students to generate a question from the reading. In this four-year study of introductory physics courses at a small liberal arts college in Utah (N=132), students were surveyed about the frequency of their textbook reading and the perceived value of the textbook for their learning. Students who were asked to generate a question completed more of the pre-class readings, but were not more likely to see the value of doing the readings. There is a correlation between how often students complete the readings and how valuable they find the textbook; this correlation is still present, but slightly smaller, for those students who were assigned to generate a question compared to those who were not. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | 3.K5 |
Author/Organizer Information | |
| Primary Contact: |
Julia Kamenetzky Westminster College Salt Lake City, UT 84105 Phone: 7206757522 |
