PERC 2025 Abstract Detail Page
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| Abstract Title: | Exploring the Impact of Causal Language on Student Reasoning Using Online Reasoning Chain Construction Assessments |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | This research explores whether using causal language in Online Reasoning Chain Construction Assessment (ORCCA) tasks changes how undergraduate physics students build their reasoning. ORCCA tasks give students statements about the problem and ask students to build a chain of reasoning from these statements. Connecting words to link the statements are also provided. In this study, students were split into two groups, with each group getting the same question, but with the reasoning statements phrased in either causal or non-causal ways. We compared answering patterns as well as how often they used certain reasoning elements between conditions. This research aims to learn more about how casual language might shape in-the-moment reasoning and to find better ways to help students develop strong argumentation skills in physics. |
| Session Time: | Poster Session A |
| Poster Number: | A-93 |
Author/Organizer Information | |
| Primary Contact: |
Gabrielle Forbes University of North Florida FL Phone: 7863505376 |
| Co-Author(s) and Co-Presenter(s) |
J. Caleb Speirs |
