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Abstract Title: Comparing Epistemological Gain Based on Class Standing
Abstract: Beginning fall 2007 successive 48-student cohorts of entering freshmen bio-science majors have been enrolled in reformed course sections of our large introductory physics course at UC Davis to test the proposition that students who were exposed simultaneously to both math and science courses, which explicitly stress sense-making rather than memorization, would more quickly develop habits of mind and approaches to learning that are more productive and useful than the memorization mindset that is so typical of entering freshmen. Students' epistemological gains were measured using MPEX II in the 2009-2010 school year. These gains are significantly more positive than those of sophomores, juniors, or seniors who were in other sections of the same course.   Post test scores are modeled as a function of pre-test scores and student class standing, eg. sophomore, etc., controlling for a variety of incoming student characteristics to discern the effects of when a sense-making physics course is taken.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Robert B Lynch
UC Davis
1 Shields Ave
Physics Dept
Davis, CA 95616-5270
Phone: 5307547997
Co-Author(s)
and Co-Presenter(s)
Wendell Potter  UC  Davis Physics Dept.
David Webb UC  Davis Physics Dept.