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Abstract Title: Comparing Unprompted and Prompted Student-Generated Diagrams
Abstract: Diagrams are ubiquitous in physics, especially in physics education and physics problem solving. Students might generate diagrams to orient themselves to a scenario, to organize information to aid in solving a problem, or as a tool of communication to demonstrate their understanding of a physical scenario. By asking 19 undergraduate and graduate physics majors to solve a number of multiple-choice physics problems (with no prompting regarding diagrams), and then explicitly asking them to generate diagrams of similar physical scenarios, we are able to compare elements of diagramming that students do spontaneously to aid in problem solving with those that they produce when the diagram is requested as an artifact for communication. We found that different types of physical contexts impacted how critical accurate diagrams are to getting the correct answer, and we explore implications for teaching and research.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.L5
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Michael Vignal
University of Colorado Boulder
Boulder, CO 80304
Phone: 2535796293
and Co-Presenter(s)
Bethany Wilcox, University of Colorado Boulder