home - login - register

PERC 2020 Abstract Detail Page

Previous Page  |  New Search  |  Browse All

Abstract Title: Using Student-Generated Reading Questions to Encourage Pre-Class Preparation in Introductory Physics
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