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Abstract Title: Do Prescribed Prompts Prime Sensemaking During Group Problem-Solving?
Abstract: Many researchers and textbooks have promoted the use of rigid prescribed strategies for encouraging development of expert-like problem-solving behavior in novice students.  The UBC Physics 100 course has been using Context-Rich problems with a prescribed five-step strategy since 2007.  We have coded audio recordings of students during group problem-solving sessions to analyze students' epistemological framing based on the implicit goal of their discussions.  By treating the goal of understanding the physics situation as sensemaking, we analyze the effectiveness of structured prompts intended to promote a shift to a sensemaking discussion.
Abstract Type: Contributed Poster

Contributed Poster

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Author/Organizer Information

Primary Contact: Mathew "Sandy" Martinuk
University of British Columbia, Department of Physics and Astronomy
6224 Agricultural Rd
Vancouver, BC, V5T 1Z1
Phone: 778 836 6366
Co-Author(s)
and Co-Presenter(s)
Joss Ives, University of the Fraser Valley