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Abstract Title: Students’ Response Patterns to Research Tasks With Alternative Questioning Formats
Abstract: Teachers, researchers, and curriculum developers utilize the results of formative assessment to elicit students pre-instruction physics ideas. In canonical physics education research tasks, students are asked to identify a correct answer and justify their answer choice. However, we find that students often know more than is revealed by their answers to these question formats. In two research tasks,students were either given the correct answer and asked to justify it, or they were asked which response they would eliminate and to provide a justification for why that response is incorrect.  These tasks were randomly administered, online, to students in the first semester of an introductory calculus-based physics course.  We present results from these pretests, comparing the types of reasoning and frequency of responses across question types. We find that the variations in responses given by students are context dependent.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jeffrey Hawkins
The University of Maine
5709 Bennett Hall, Room #120
Orono, ME 04469
Co-Author(s)
and Co-Presenter(s)
Jeffrey M. Hawkins - University of Maine
Brian W. Frank - Middle Tennessee State University
Michael C. Wittmann - University of Maine
John R. Thompson - University of Maine