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Abstract Title: Developing Learning Skills in the Physics Classroom to Attend to Diverse Populations
Abstract: Physics Instructors believe many students enter their classes lacking the learning skills required to perform well in the introductory physics course. Yet traditional university teaching typically does not attempt to develop students' learning skills required to benefit from the physics course.
An essential skill mentioned frequently is reflection in problem solving while carrying out a paper pencil task or while performing an experiment.  Reflection upon the problem solving process in both types of tasks could include  evaluating one's own solution, self-diagnosing former steps while elaborating the understanding of the physics involved in the problem, as well as the perception that such behavior is constructive.  How do students entering the introductory physics classroom differ in their reflection in problem solving? To what extent does this distribution of skill predict students' ability to learn the material taught in the course? Does this skill improve as the students progress through  traditional university courses which  typically do not attempt to develop students' learning skills? How can we modify instruction to help develop these learning skills in students who need it while also benefiting the students who already possess these learning skills?

The posters in the session will shed light on diverse aspects of the subject as follows: (1) the connection between learning skills and the achievements of the students in class, (2)  instructors' approaches regarding the development of these skills, (3) students' epistemic stance regarding learning from problem solving both while performing paper pencil tasks and performing experiments, and (4) possible interventions aimed to help students reflect upon the problem solving process in different situations.
Abstract Type: Targeted Poster Session

Author/Organizer Information

Primary Contact: E. Yerushalmi / C. Singh
Weizmann Institute of Science/University of Pittsburgh
3941 Ohara St.
Department of Physics, University of PIttsburgh
Pittsburgh, PA 15260
Phone: 412-624-9045
Fax: 4126249163

Targeted Poster Session Specific Information

Poster 1 Title: From Diagnostic Skills to Success in the Physics Classroom
Poster 1 Authors: Edit Yerushalmi and Elisheva Cohen, Wiezmann Institute,
Andrew Mason and Chandralekha Singh, University of Pittsburgh
Poster 2 Title: Strategy Writing and Conceptual Gains Among At-Risk Physics Students
Poster 2 Authors: Adam D. Smith, Gary Gladding, Jose Mestre and Robert Putman, University of Illinois, Urbana Champaign
Poster 3 Title: Helping Students Develop Scientific Habits of Mind
Poster 3 Authors: E. Etkina, A. Karelina, and M. Ruibal-Villasenor,
Rutgers University
Poster 4 Title: Reflective Problem Solving Skills are Essential for Learning, but It is Not My Job to Teach Them
Poster 4 Authors: Charles Henderson, Western Michigan University
Edit Yerushalmi and Elisheva Cohen, Weizmann Institute,
Vince Kuo, Ken Heller and Pat Heller, University of Minnesota
Poster 5 Title: Collaborative Diagnosis of Scientific and Pedagogical Conceptions: A Strategy for Training Preservice Teachers
Poster 5 Authors: Osnat Eldar, Bat-Sheva Eylon, Miky Ronen
Weizmann Institute of Science, Israel