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Abstract Title: Assessing student learning of error propagation in the undergraduate lab
Abstract: A pre- and post- survey was conducted during an introductory calculus-based physics course to assess students' basic skills in error-propagation. Additionally, students participated in a "think-pair-share" activity during the course. Overall, based on the surveys, students improved, especially in the case where they did not have any misconceptions initially. Qualitative assessment of the think-pair-share activity contrasts with the results of the post-survey.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brent W. Barker
Michigan State University
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