PERC 2012 Abstract Detail Page
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| Abstract Title: | Methodology and/or Technology: Making Difference in Improving Students’ Problem Solving Skills |
|---|---|
| Abstract: | In a recent study at Louisiana State University, introductory physics students improved retention, conceptual understanding and problem solving abilities when one of three weekly lectures were replaced with group problem solving sessions facilitated with pen-input computers (Tablet PCs) and interaction software (DyKnow). The research goal of the present study was to isolate the effect of the methodology itself from that of the involved technology. In Fall of 2011 we compared the performance of students taking the same introductory physics lecture course while enrolled in two separate problem-solving sections. One section used pen-based computing to facilitate group problem solving while the other section used low-tech venues such as whiteboards. Sections then traded technologies they used. While a variety of informative usage patterns were observed with both user groups, analysis indicates no significant difference in scores of the two groups. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Zdeslav Hrepic Columbus State University 1500 Ridge Creek Way Columbus, GA 31904 Phone: 706-221-0965 |
| Co-Author(s) and Co-Presenter(s) |
Katherine Lodder Kimberly Shaw |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
