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Abstract Title: Effect of peer-review on development of students' problem-solving abilities
Abstract: We have investigated the effect of peer-review on the development of students' problem-solving abilities in an introductory physics course. Specifically, we report the results of a multiple-group pre/post-test quasi-experiment comparing two groups receiving different treatments with respect to activities completed after collaborative group problem-solving (CGPS) sessions. Both the treatment and control groups received identical instruction in lecture and CGPS discussion sections. Individual student problem solutions submitted online were evaluated via a validated problem-solving process rubric that was supplied to all participants at the beginning of the course. The treatment group completed rubric-based peer-review online for three randomly selected students, whereas the control group did not. Reliability-corrected analysis of covariance showed that the treatment group demonstrated greater post-treatment problem-solving process compared to the control. There was no significant difference with respect to the control group in content knowledge gains as measured by the Force Concept Inventory.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A16
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Taylor Crouch
Physics Department, University of Nebraska Omaha
6001 Dodge Street
Department of Physics
Omaha, NE 68182
and Co-Presenter(s)
Christopher Moore, Physics Department, University of Nebraska Omaha