PERC 2021 Abstract Detail Page
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| Abstract Title: | Seeking coherence and switching reasoning after forgetting an equation |
|---|---|
| Abstract: | Selection and application of an appropriate equation is a key step in instructional problem-solving strategies. But what if one cannot exactly recall the relevant equation? We are currently investigating how coherence between physical and mathematical reasoning opens multiple solution pathways for qualitative physics problems. In one-on-one interviews, community college students, 4-year college undergraduates, and graduate students solved qualitative introductory-level E&M questions. Analysis of 18 interviews showed that while many students had initial difficulty in recalling a relevant equation, they demonstrated strategies for making progress. We present two cases from the data corpus. One interviewee was unsure whether the time constant for an RC circuit is RC or 1/(RC) and sought coherence with qualitative reasoning to determine the correct expression. Another student switched to reasoning qualitatively from a physical model after noting that they could not recall a relevant equation. These examples show how mathematical and physical reasoning is opportunistically incorporated in students' problem solving. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 2 Room A |
| Poster Number: | 2A-17 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Katherine Gifford Adelphi University Wantagh, NY 11793 Phone: 15163245500 |
| Co-Author(s) and Co-Presenter(s) |
Gabriel S. Ehrlich University of Illinois at Urbana-Champaign Engin Bumbacher Haute École Pédagogique Vaud Eric Kuo University of Illinois at Urbana-Champaign |
