PERC 2024 Abstract Detail Page
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| Abstract Title: | Students’ Perceptions of How Instruction Impacts Their Ideas |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | In assessing instructional outcomes, we care not only about physics content learning, but also about students' affective experiences of instruction. In this study, we investigated how students perceived the instruction they received during small group activities within university level introductory physics courses. We looked at both how students characterize what happens to their ideas and how they feel about their ideas during instruction. We began by developing a survey instrument to allow large numbers of students to self-report their perceptions, and then used survey responses and video data to explore student experiences of instruction. Our data includes students' survey responses after instruction with UW Tutorials, ACORN Physics Tutorials, lab activities, and more. In this poster, we share our findings and possible implications for instructional design and future research. |
| Footnote: | Supported in part by NSF DUE-1914572 and 1914603 |
| Session Time: | Poster Session 1 |
| Poster Number: | A26 |
Author/Organizer Information | |
| Primary Contact: |
Anne Alesandrini University of Washington, Seattle Seattle, WA 98102 Phone: 206-218-8331 |
| Co-Author(s) and Co-Presenter(s) |
Amy Robertson, Seattle Pacific University Clausell Mathis, Michigan State University Jon Owen, North Dakota State University Paula Heron, University of Washington |
