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Abstract Title: Argumentation Prompts Mediating Student Resource Use on Conceptual Problems
Abstract: Scientific argumentation has been highlighted in the Next Generation Science Standards (NGSS States, 2013) as one of the key science and engineering practices.  While there have been relatively few studies on student argumentation in undergraduate physics, research (Rebello, 2012) has shown that the use of argumentation prompts can potentially improve not just the argumentation quality, but also the conceptual quality of student responses to written conceptual physics problems.  In this study we extend previous research to look more closely at the impact of construct and evaluate argumentation prompts on conceptual physics problems. The study was conducted in a large enrollment physics class for future elementary teachers at a Midwestern land grant university.  Students were presented with written argumentation tasks on conceptual physics problems.  We examine the kinds of conceptual resources used by students when justified their claim and also when they constructed a rebuttal to a counter argument.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Carina M. Rebello
Purdue University
525 Northwestern Ave
West Lafayette, IN 47907
Phone: 7654943265

Contributed Poster

Contributed Poster: Download the Contributed Poster