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Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms
written by Emily Sandt and Adrienne L. Traxler
As classrooms transition from traditional to cooperative learning environments, questions about the details of these environments effectiveness are posed. Does this model equally benefit all students? How do nontraditional (NT) students' gains in conceptual knowledge compare to those of traditional (Trad) students in these classrooms? Do NT students' social differences (i.e. age, employment status, family life, etc.) affect the amount of learning they do in the course or their tendency to form collaborative ties with other students? In three sections of SCALE-UP introductory calculus-based physics, we collected social network survey data about student connections and used the Force Concept Inventory as a pre- and post-course conceptual knowledge diagnostic. Several centrality measures were calculated for the networks and NT and Trad student data were compared to look for significant differences between the two groups' results. We found that NT students are connected to fewer peers but are closer to the inner workings of the network in larger courses.
Physics Education Research Conference 2016
Part of the PER Conference series
Sacramento, CA: July 20-21, 2016
Pages 296-299
Subjects Levels Resource Types
Education Foundations
- Assessment
- Behavior
= Social Interaction
- Communication
- Societal Issues
- Student Characteristics
Education Practices
- Learning Environment
- Lower Undergraduate
- Reference Material
= Research study
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- application/pdf
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Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2016.pr.069
Keyword:
PERC 2016
Record Creator:
Metadata instance created November 30, 2016 by Lyle Barbato
Record Updated:
December 23, 2016 by Lyle Barbato
Last Update
when Cataloged:
December 29, 2016
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AIP Format
E. Sandt and A. Traxler, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14252&DocID=4606).
AJP/PRST-PER
E. Sandt and A. Traxler, Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14252&DocID=4606>.
APA Format
Sandt, E., & Traxler, A. (2016, July 20-21). Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms. Paper presented at Physics Education Research Conference 2016, Sacramento, CA. Retrieved December 14, 2017, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14252&DocID=4606
Chicago Format
Sandt, Emily, and Adrienne Traxler. "Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms." Paper presented at the Physics Education Research Conference 2016, Sacramento, CA, July 20-21, 2016. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14252&DocID=4606 (accessed 14 December 2017).
MLA Format
Sandt, Emily, and Adrienne Traxler. "Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms." Physics Education Research Conference 2016. Sacramento, CA: 2016. 296-299 of PER Conference. 14 Dec. 2017 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14252&DocID=4606>.
BibTeX Export Format
@inproceedings{ Author = "Emily Sandt and Adrienne Traxler", Title = {Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms}, BookTitle = {Physics Education Research Conference 2016}, Pages = {296-299}, Address = {Sacramento, CA}, Series = {PER Conference}, Month = {July 20-21}, Year = {2016} }
Refer Export Format

%A Emily Sandt
%A Adrienne Traxler
%T Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms
%S PER Conference
%D July 20-21 2016
%P 296-299
%C Sacramento, CA
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14252&DocID=4606
%O Physics Education Research Conference 2016
%O July 20-21
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Sandt, Emily
%A Traxler, Adrienne
%D July 20-21 2016
%T Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms
%B Physics Education Research Conference 2016
%C Sacramento, CA
%P 296-299
%S PER Conference
%8 July 20-21
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14252&DocID=4606


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