PERC 2010 Abstract Detail Page
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| Abstract Title: | Learning gains on Newtonian conceptual reasoning in an iterative, project-based course design |
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| Abstract: | I compare the normalized gain on conceptual Newtonian reasoning in a course based on iterative design projects (Learning by Design - TM) to a linear non project based course design in middle school. In addition to pre/post gains, I also measure incremental changes over time and detect a degradation of performance at intermediate times. This is interpreted as an example of U-shaped development, which I argue implies a fairly stringent criticism of stand-alone pre/post testing as an assessment strategy. |
| Abstract Type: | Contributed Poster |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Paul J. Camp Spelman College 350 Spelman Lane P.O. Box 373 Atlanta, GA 30314 Phone: 404-270-5864 |
