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written by Carina M. Rebello, Lloyd H. Barrow, and N. Sanjay Rebello
Studies have shown that embedding scientific argumentation in problem solving can enhance problem solving skills. However, research has also indicated that students have difficulties constructing arguments without appropriate scaffolds. We investigated the use of argumentation scaffolds on students' argumentation quality, conceptual quality, and solution strategies on conceptual problems in an introductory physics class. In this mixed method study we compared students' performance in two guided conditions – constructing an argument and evaluating two arguments – as well as one control condition. Our results indicate that the use of guiding prompts improves the argumentation and conceptual quality of students' solutions. Further, students in the guided conditions tended to use a wider variety of problem solving strategies than in the control condition. We discuss the implications of these results on the use of argumentation prompts on conceptual problems in introductory physics.
Physics Education Research Conference 2013
Part of the PER Conference series
Portland, OR: July 17-18, 2013
Pages 293-296
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Problem/Question
Education - Basic Research
- Behavior
- Learning Theory
- Problem Solving
= Processes
- Student Characteristics
= Skills
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.pr.061
PACS:
01.40.Fk
Keywords:
PERC 2013, argumentation, problem solving, scaffolding
Record Cloner:
Metadata instance created February 1, 2014 by Lyle Barbato
Record Updated:
February 1, 2014 by Lyle Barbato
Last Update
when Cataloged:
December 16, 2013
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Record Link
AIP Format
C. Rebello, L. Barrow, and N. Rebello, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732).
AJP/PRST-PER
C. Rebello, L. Barrow, and N. Rebello, Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732>.
APA Format
Rebello, C., Barrow, L., & Rebello, N. (2013, July 17-18). Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved December 21, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732
Chicago Format
Rebello, C, L. Barrow, and N. Rebello. "Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732 (accessed 21 December 2014).
MLA Format
Rebello, Carina, Lloyd Barrow, and N. Sanjay Rebello. "Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems." Physics Education Research Conference 2013. Portland, OR: 2013. 293-296 of PER Conference. 21 Dec. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732>.
BibTeX Export Format
@inproceedings{ Author = "Carina Rebello and Lloyd Barrow and N. Sanjay Rebello", Title = {Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems}, BookTitle = {Physics Education Research Conference 2013}, Pages = {293-296}, Address = {Portland, OR}, Series = {PER Conference}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Carina Rebello
%A Lloyd Barrow
%A N. Sanjay Rebello
%T Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems
%S PER Conference
%D July 17-18 2013
%P 293-296
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Rebello, Carina
%A Barrow, Lloyd
%A Rebello, N. Sanjay
%D July 17-18 2013
%T Effects of Argumentation Scaffolds on Student Performance on Conceptual Physics Problems
%B Physics Education Research Conference 2013
%C Portland, OR
%P 293-296
%S PER Conference
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13185&DocID=3732


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