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Abstract Title: Transfer of Argumentation Skills in Physics Problem Solving
Abstract: Embedding argumentation in science has been shown to improve students' problem solving skills and conceptual understanding. We investigate the integration of argumentation in a physics course for pre-service elementary teachers. Students were divided into two groups – construct and evaluate – to solve physics problems using corresponding forms of argumentation. After training in small teams, each group received tasks which required transfer of skills to new problems requiring a different form of argumentation. The process was repeated after three weeks during which more training was provided.  Results indicate no significant improvement of argumentation on team training tasks over this period, but a statistically significant improvement on individual transfer tasks. Thus, three weeks of training did not improve students' performance on the team tasks, but it prepared them to learn from their team task and transfer these skills to individual argumentation tasks.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Carina M. Rebello
University of Missouri
Co-Author(s)
and Co-Presenter(s)
N. Sanjay Rebello, Kansas State University

Contributed Poster

Contributed Poster: Download the Contributed Poster