PERC 2021 Abstract Detail Page
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| Abstract Title: | Prioritizing student coherence seeking on concept questions |
|---|---|
| Abstract: | Much of physics class time is spent helping students learn the explanations that are generally accepted by the scientific community. Concept inventories have become a key tool in this effort. The physics education community routinely evaluates the effectiveness of new teaching approaches based on the extent of the gains produced on assessments like the FCI and BEMA, a practice that reflects the community's commitment to helping students learn to reason using core physics concepts and principles. While the establishment of an agreed upon body of knowledge is an important part of scientific progress, so too is the recognition of a limitation or inconsistency in an existing explanation, or the identification of a gap in community's knowledge base. Using an illustrative example, this paper discusses the possibility of re-purposing concept questions to encourage students to notice limitations, inconsistencies, and gaps in the answers they encounter in physics class. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 1 Room A |
| Poster Number: | 1A-14 |
Author/Organizer Information | |
| Primary Contact: |
Tiffany-Rose Sikorski Department of Curriculum and Pedagogy, Graduate School of Education and Human Development, The George Washington University, 2134 G. St NW, Washington, DC 20052 |
| Co-Author(s) and Co-Presenter(s) |
Brandon K. Lee, Milken institute of Public Heath, The George Washington University, 950 New Hampshire Ave NW, Washington, DC 20052 |
