PERC 2024 Abstract Detail Page
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| Abstract Title: | Reflecting to learn in a physics multimedia communication course |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Science communication skills are essential for undergraduate physics students. However, high enrollment and limited resources present barriers to providing students opportunities to practice their presentation skills. We investigate the use of critical reflection and peer evaluations in a physics senior seminar course both to improve learning outcomes and to supplement highly restricted presentation time. Throughout the semester, each student delivers one 8-min presentation. Following each presentation, students complete one of two randomly assigned peer evaluations: a treatment form that prompts critical reflection or a control form that does not. Each class period concludes with a short quiz on concepts presented in that day's presentations. We observe minimal differences in quiz scores between students in the control and treatment groups. Instead, we find that retention and transfer of presentation content correlate with certain metrics of presentation quality and with prior exposure to presentation topics. |
| Session Time: | Poster Session 2 |
| Poster Number: | B68 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Steven W Tarr Georgia Institute of Technology Atlanta, GA 30332 Phone: 2013969831 |
| Co-Author(s) and Co-Presenter(s) |
Emily Alicea-Munoz (she/her), Georgia Institute of Technology |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
