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Abstract Title: Investigating student ability to follow and evaluate reasoning chains
Abstract: The effectiveness of scaffolded, research-based instruction in physics has been documented extensively in the literature. However, much less is known about the development of students' reasoning skills in these research-based instructional environments. As part of a larger collaborative project, we have been designing and implementing tasks to assess the extent to which introductory physics students are able to logically follow and evaluate hypothetical student reasoning chains in a variety of physics contexts. In some tasks, students are asked to infer the conclusions that would be drawn from different lines of reasoning articulated by hypothetical students. In other tasks, students are asked to rank, according to relative clarity, three different chains of reasoning articulated by hypothetical students. We will describe the development of these tasks and share preliminary results.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: William N. Ferm Jr.
214 Bennett Hall
Orono, ME 04469
and Co-Presenter(s)
J. Caleb Speirs, MacKenzie R. Stetzer, University of Maine

Beth A. Lindsey, Penn State Greater Allegheny

Contributed Poster

Contributed Poster: Download the Contributed Poster