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Abstract Title: Re-Writing the FCI; Will reduced threat significantly change students’ scores?
Abstract: This research will investigate the potential difference in performance on the Force Concept Inventory (FCI) based on modifying the wording of various question prompts. The FCI was administered during Spring Term 2013 at Oregon State University (OSU) in a total of six lecture sections (with approximately 180 students per section) of introductory physics with calculus at Oregon State University, with half the students taking the unaltered FCI, and the other half taking a modified version edited to attend to student affect. Six categories of modifications were made, including changing the audience of the questions and adding encouraging statements, consistent with the Idea Space cognitive model developed by Allie and Demaree. This model builds on work by Julian Taylor, Phil Southey, and Victoria Nwosu at the University of Cape Town.  It also builds on findings from Jennifer Roth at OSU on the relation between question prompting and framing on student engagement.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Dedra Demaree
Oregon State University
2677 NW Ginseng Pl
Corvallis, OR 97330
Phone: 5417371713
and Co-Presenter(s)
Sam Settelmeyer