PERC 2022 Abstract Detail Page
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| Abstract Title: | Interdisciplinary perspectives on evaluation strategies |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | One expected outcome of physics instruction is that students develop quantitative reasoning skills, including strategies for evaluating solutions to problems. Previously, we identified a set of student evaluation strategies by prompting students to evaluate symbolic solutions to problems in different physics contexts. Written and interview data were collected at the introductory, sophomore, and junior levels. We classified students' evaluation strategies into three broad categories: consulting external sources, checking through computation, and comparing to the physical world. In order to position this work within the existing body of empirical and theoretical work in PER and adjoining fields, we compared our categories to prior work in PER, mathematics education, and psychology. While we did not find any frameworks specifically designed to describe evaluation strategies, we will describe ways in which our categories were consistent with the theoretical lenses of epistemic frames, mathematical modelling, proofs and justifications, and metacognition. |
| Footnote: | Supported in part by NSF Grant PHY-1405726,PHY-1406035 |
| Session Time: | Poster Session 1 |
| Poster Number: | I-40 |
Author/Organizer Information | |
| Primary Contact: |
Abolaji Akinyemi University of Minnesota,Duluth Duluth, MN 55812 |
| Co-Author(s) and Co-Presenter(s) |
Mike E. Loverude (He/Him), California State University Fullerton John R. Thompson (He/Him), University of Maine |
