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Abstract Title: Teaching problem categorization using computer-based feedback
Abstract: Categorization tasks are commonly used as a measure of problem solving expertise, but they might also be useful pedagogical tools for highlighting the concepts and principles needed to solve problems. In this study, introductory physics students viewed several pairs of problems on a computer screen and were asked to judge whether the problems would be solved similarly. We found that students who received elaborate principle-based feedback on their answer then increased their use of physics principles when explaining their choices, whereas students who did not receive detailed feedback continued to make decisions based on quantities and surface-level problem features. Additional study findings will be discussed and instructional implications will be proposed.
Abstract Type: Symposium Poster
Targeted Session: Facilitating thinking and learning in physics classrooms

Author/Organizer Information

Primary Contact: Jennifer Docktor
University of Wisconsin – La Crosse
and Co-Presenter(s)
Jose Mestre, University of Illinois at Urbana-Champaign
Brian Ross, University of Illinois at Urbana-Champaign