home - login - register

PERC 2020 Abstract Detail Page

Previous Page  |  New Search  |  Browse All

Abstract Title: Student perspective about the impacts of feedback
Abstract: [course name] is a flipped, problem-based learning course for introductory, calculus-based mechanics. [course name] was designed using the communities of practice framework, with a principle learning goal to develop scientific practices. To promote students' development of practices, students spend their in-class time working in groups of 4 to 5 members to solve complex physics problems. Scientific practice development is then facilitated through formative feedback and assessments aligned with the growth in these practice. Each student receives weekly, individualized feedback from their instructor (either a faculty member, teaching assistant or learning assistant) as a practice-based assessment. The feedback focuses on helping students improve their individual understanding and group collaboration through the development of key group-based practices such as decision making and planning. This paper reports on a series of semi-structured interviews that were conducted with students at various points in the semester to understand the impact feedback had on them.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.G1
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Carissa Myers
Michigan State University
East Lansing, MI 48824
Phone: 9372063823
and Co-Presenter(s)
Rachel Henderson, Michigan State University and CREATE for STEM Institute
Daryl McPadden, Michigan State University
Paul Irving, Michigan State University