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written by David T. Brookes and Yuhfen Lin
There has been substantial attention paid to students' abilities to engage in a scientific discussion and think critically in a science class. But what constitutes critical thinking in physics? We will discuss a view that critical thinking involves participants (students) becoming increasingly involved in a specialized form of argument that has fixed epistemic rules, but whose rules are seldom made explicit within the physics community that uses them. We will then discuss one method of making the epistemic rules of physics explicit for students by using formative assessment rubrics. We will provide some examples of how these rubrics can be implemented in a physics class and how students were able to transfer critical thinking abilities beyond the physics classroom.
Physics Education Research Conference 2010
Part of the PER Conference Invited Paper series
Portland, Oregon: July 21-22, 2010
Volume 1289, Pages 5-8
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
= Instructional Issues
Education - Basic Research
- Assessment
= Formative Assessment
- Cognition
- Lower Undergraduate
- Reference Material
= Article
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3515248
Access Rights:
Limited free access and
Available for purchase
Restriction:
© 2010 American Institute of Physics
A preprint of the work is available. A hard copy of the PERC 2010 proceedings is available for purchase from the AIP.
DOI:
10.1063/1.3515248
PACSs:
01.40.Fk
01.40.Ha
Keywords:
PERC 2010, assessment rubrics, epistemic rules, epistemology, learning community, physics education, scientific abilities, transfer
Record Cloner:
Metadata instance created October 2, 2010 by Alea Smith
Record Updated:
May 1, 2013 by Lyle Barbato
Last Update
when Cataloged:
August 24, 2010
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Record Link
AIP Format
D. Brookes and Y. Lin, presented at the Physics Education Research Conference 2010, Portland, Oregon, 2010, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10367&DocID=1843).
AJP/PRST-PER
D. Brookes and Y. Lin, Structuring Classroom Discourse Using Formative Assessment Rubrics, presented at the Physics Education Research Conference 2010, Portland, Oregon, 2010, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10367&DocID=1843>.
APA Format
Brookes, D., & Lin, Y. (2010, July 21-22). Structuring Classroom Discourse Using Formative Assessment Rubrics. Paper presented at Physics Education Research Conference 2010, Portland, Oregon. Retrieved October 24, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10367&DocID=1843
Chicago Format
Brookes, David T., and Yuhfen Lin. "Structuring Classroom Discourse Using Formative Assessment Rubrics." Paper presented at the Physics Education Research Conference 2010, Portland, Oregon, July 21-22, 2010. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10367&DocID=1843 (accessed 24 October 2014).
MLA Format
Brookes, David T., and Yuhfen Lin. "Structuring Classroom Discourse Using Formative Assessment Rubrics." Physics Education Research Conference 2010. Portland, Oregon: 2010. 5-8 Vol. 1289 of PER Conference Invited Paper. 24 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10367&DocID=1843>.
BibTeX Export Format
@inproceedings{ Author = "David T. Brookes and Yuhfen Lin", Title = {Structuring Classroom Discourse Using Formative Assessment Rubrics}, BookTitle = {Physics Education Research Conference 2010}, Pages = {5-8}, Address = {Portland, Oregon}, Series = {PER Conference Invited Paper}, Volume = {1289}, Month = {July 21-22}, Year = {2010} }
Refer Export Format

%A David T. Brookes
%A Yuhfen Lin
%T Structuring Classroom Discourse Using Formative Assessment Rubrics
%S PER Conference Invited Paper
%V 1289
%D July 21-22 2010
%P 5-8
%C Portland, Oregon
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10367&DocID=1843
%O Physics Education Research Conference 2010
%O July 21-22
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Brookes, David T.
%A Lin, Yuhfen
%D July 21-22 2010
%T Structuring Classroom Discourse Using Formative Assessment Rubrics
%B Physics Education Research Conference 2010
%C Portland, Oregon
%V 1289
%P 5-8
%S PER Conference Invited Paper
%8 July 21-22
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10367&DocID=1843


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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