PERC 2008 Abstract Detail Page
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| Abstract Title: | Student Response to Instruction: When and How Much? |
|---|---|
| Abstract: | In the physics education research community, a common format for evaluation is pre- and post-tests. At The Ohio State University, we take advantage of our large class sizes by collecting more frequent data points. The data cover the first two quarters (mechanics, E&M) of a calculus-based introductory sequence populated primarily by first- and second-year engineering majors. Different subpopulations of students are evaluated every week of the quarter using a variety of conceptual and procedural tasks related to different topics in the curriculum. Unsurprisingly for a traditional introductory course, there is little change on many conceptual questions. However, some student ideas peak and decay during a quarter, a pattern expected from memory research yet unpredicted by pre-/post-testing. In addition, some correct ideas decrease dramatically when newer topics interfere with prior knowledge. This research is partially supported by a grant from the Institute of Education Sciences, U.S. Department of Education (#R305H050125). |
| Abstract Type: | Contributed Poster |
| Contributed Poster: | Download the Contributed Poster |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Eleanor C Sayre Ohio State University 191 W Woodruff Ave Columbus, OH 43201 |
| Co-Author(s) and Co-Presenter(s) |
Andrew F Heckler, Ohio State University, heckler.6 -at- osu.edu |
