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Abstract Title: Examining student reasoning: A replication study with students at a Historically Black University
Abstract Type: Contributed Poster Presentation
Abstract: Physics education researchers agree that the field would benefit from investigations conducted with diverse student populations. At the same time, researchers recognize that most physics education research (PER) studies have been undertaken at institutions with populations not representative of the general population of students taking introductory physics in the United States. This project examines physics teaching and student learning at a Historically Black University, thus contributing to a sparse body of research with this underrepresented population. Specifically, we probed whether patterns of student responses to questions designed to disentangle conceptual understanding, reasoning, and intuition reported in literature would also be observed in our population. The results revealed that our students performed significantly worse than students in the original studies. We propose possible explanations for the observed differences in student performance, discuss challenges encountered in our replication study, and outline strategies for further research.
Session Time: Poster Session 2
Poster Number: II-23

Author/Organizer Information

Primary Contact: John Kelly
Tennessee State University
Nashville, TN 37206-2533
Phone: 16159635535
and Co-Presenter(s)
Mila Kryjevskaia (she/her), Department of Physics, North Dakota State University, 1211 Albrecht Boulevard, Fargo, North Dakota 58105, USA