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Abstract Title: Gender, Network Analysis, and Conceptual Gains in Introductory Physics
Abstract: Social Network Analysis (SNA) is an important tool in studying classroom dynamics because it can be used to map the social structure of a classroom's interactions and to aid in understanding how students work and study together. This study presents network diagrams, statistics, and centrality measures for several sections of introductory physics. Sections vary in size and structure, from traditional lecture to heavily interactive. Centrality measures were determined from data obtained from a survey style questionnaire in which students were asked to list the names of their study partners within the class. Networks were then analyzed in aggregate and by gender to look for gender effects in network participation. These effects might take the form of different patterns of centrality, or a bias toward student groups self-selecting by gender. Additionally, we look for correlations between centrality measures and success on the Force Concept Inventory (FCI).
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Sarah Hierath
Wright State University
3640 Colonel Glenn Hwy
Dayton, OH 45435
Phone: 9372198074
and Co-Presenter(s)
Dr. Adrienne Traxler, Emily Sandt