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Abstract Title: Measuring the evolution of introductory physics students' problem solving skills
Abstract: As a first step to determine if different curricula or activities such as on-line computer coaching can help improve students' problem solving skills, one needs to establish a baseline. To that end we assessed student problem solutions on in-class tests as they progressed through the first semester of a calculus-based introductory physics course (mechanics). The assessment tool used was the problem-solving rubric developed by the University of Minnesota PER Group (Docktor 2009) designed to measure problem-solving skills along five different dimensions that characterize differences between expert and novice problem solving. Student problem-solving interviews were used as a consistency check of the results.  The results from a representative sample of the students in the class will be presented.

Docktor, J.L. (2009). Development and validation of a physics problem-solving assessment rubric. Unpublished doctoral dissertation, University of Minnesota, Twin Cities.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Qing Xu
University of Minnesota-Twin cities
116 church street, S.E.
Minneapolis, MN 55455
Phone: 6128682563
Co-Author(s)
and Co-Presenter(s)
Ken Heller, Leon Hsu, Anne Loyle-Langholz, Andrew Mason