PERC 2025 Abstract Detail Page
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| Abstract Title: | Investigating IPLS Students' Alternative Conceptions about Energy, Momentum, and Force from a Bouncing Ball |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Introductory Physics for Life Sciences (IPLS) courses have become increasingly important within physics departments given the dramatic increase in life sciences students in higher education. IPLS students bring in epistemological resources and alternative conceptions which inform their problem-solving strategies. These resources and conceptions can be used by students in logical ways to lead students to potentially incorrect answers or reasonings. In order to better teach IPLS students, educators need to know what epistemological resources and alternative conceptions students are utilizing in their learning and performance of physics so that they can address gaps in reasoning and leverage student resources to further student understanding of physics. We present findings of a thematic analysis of IPLS student responses to the question when you drop ball and let it bounce, how high does it bounce?, which was asked as a part of the cognitive interviewing process for the Fluids Concept Evaluation (FCE). We specifically analyze the responses using an alternative conceptions lens. We conclude by discussing implications for pedagogy. |
| Footnote: | This project was partially supported by NSF Award # 2021059 (AAPT), 2021261 (UNE) and 2021273 (UNH) |
| Session Time: | Poster Session A |
| Poster Number: | A-155 |
Author/Organizer Information | |
| Primary Contact: |
Liam G. McDermott University of Connecticut - Avery Point Groton, CT Phone: 7326741294 |
| Co-Author(s) and Co-Presenter(s) |
Daniel Young, Westminster University Praveer Sharan, University of Illinois - Urbana Champagne Dawn Meredith, University of New Hampshire Jamie Vasenka, University of New England D. J. Wagner, Grove City College Rebecca Lindell, Tiliadal STEM Education: Solutions for Higher Education, |
