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Abstract Title: Introductory Physics Students’ Epistemological Resources
Abstract: A qualitative investigation was conducted of the epistemological resources employed by introductory physics students while solving physics problems in groups. The purpose of this study was to identify the resources employed by introductory physics students and the associated usage patterns of these resources. The epistemological resources were identified using emergent coding and by implementing an operationalized coding scheme from Jones (2015). 26 distinct epistemological resources were identified such as Peer Cognitive Awareness, Mathematical Reasoning, Invoking Authority, and If It's Given It Must Be Used. Students were categorized into groups based on their previous number of mathematics and physics courses completed. Differences between these groups were found in terms of the epistemological resources employed and their usage patterns. Future research will focus on teasing apart the source of the group difference as well as the effect of the different physics problems on student resource usage.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Erin Scanlon
Texas State University

Contributed Poster

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