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Abstract Title: The Effect of High-Stake Testing on Students’ Learning Approaches in Physics
Abstract: Turkish high school physics students applying to college must take a university entrance exam. This study investigated the effects of this test on students' approaches to learning physics.  On a survey, tenth grade students first indicated how they study, then discussed how they would advise a hypothetical student, Arzu, to study, where Arzu plans to attend college in another country where no high-stakes entrance exam is used. As Elby (1999) found in a similar study, the students reported very different study approaches for themselves vs. for Arzu. Their learning approaches included mostly surface level learning strategies, such as studying formulas and rote practice problems, while their advice for Arzu contained mostly deeper-level learning strategies, such as studying concepts and relating what is learned in the class to everyday life. The students were explicit in attributing this difference to the university entrance examination.

Reference
Elby, A. (1999). Another reason that physics students learn by rote.  American Journal of Physics, Physics Education Research Supplement 67(7), S52-S57.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Sevda Yerdelen-Damar
University Of Maryland - College Park
Physics Dept
College Park, MD 20742-2421
Co-Author(s)
and Co-Presenter(s)
Andrew Elby
University Of Maryland - College Park