PERC 2009 Abstract Detail Page
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| Abstract Title: | Tracking Epistemological Changes throughout a Three-Course Sequence |
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| Abstract: | As part of a large study of how student ideas change in response to instruction, we collect student test data frequently throughout a course, allowing for the measurement of the time-evolution of student knowledge. We tracked students' beliefs about the connections between physics class and real world ideas throughout a three-quarter sequence in introductory physics at the advanced honors level. In general, scores decline steadily throughout the sequence, though there are some interesting anomalies. |
| Abstract Type: | Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Eleanor Sayre Wabash College |
