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Abstract Title: Assessment of vertical transfer in problem solving: mapping the shape of problem design space
Abstract: In schema-based theories of cognition, vertical transfer occurs when a learner constructs a new schema to solve a transfer task.  Vertical transfer is interesting to study, but difficult to measure.  Did the student solve the problem with the desired schema or through a procedural heuristic?  Perhaps the problem cued the student to use certain resources without knowing why.  In this paper, we consider some of the dilemmas and trade-offs encountered in the process of problem design.  Although problems are often published as finished products, we look inside the box.  We map out the problem design space for some problems in calculus-based physics.  Free-response written or verbal assessment is crucial in measuring vertical transfer, but a quantitative problem can complement a qualitative investigation.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Joshua Von Korff
Kansas State University
Physics department, 116 Cardwell Hall
Manhattan, KS 66502-2601
Phone: 785-532-1612
Co-Author(s)
and Co-Presenter(s)
Dehui Hu, Kansas State University
N. Sanjay Rebello, Kansas State University