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Using cueing from question pairs to engage students in reflective thinking: An exploratory study
written by Joss Ives and Jared B. Stang
In this exploratory study, guided by dual process theories of reasoning, we used a low-stakes diagnostic test in a large introductory calculus-based physics course to test the effectiveness of using multiple-choice question pairs to improve student performance on conceptual multiple-choice questions. As part of this study, we measured students' tendency to engage analytic reasoning via the Cognitive Reflection Test, a three-item questionnaire embedded in a start-of-term diagnostic. These pairs of questions used a common question stem to ask about different but related concepts that students often conflate, such as acceleration and force in the context of a collision. Focusing on three questions from previously piloted question pairs, and controlling for measures of student knowledge and tendency to engage analytic reasoning, we used mixed-effects logistic regression techniques to observe that students who received the question as part of a pair were 7.2 times (95% confidence interval [4.8, 10.9], p < .001) more likely to answer the question correctly relative to having the question alone. Furthermore, the intervention was more impactful for students with a lower tendency to engage analytic reasoning. These results have implications for the design of short-answer physics questions in learning and assessment situations.
Physics Education Research Conference 2019
Part of the PER Conference series
Provo, UT: July 24-25, 2019
Pages 245-250
Subjects Levels Resource Types
Education Foundations
- Assessment
= Conceptual Assessment
= Methods
- Problem Solving
Education Practices
- Instructional Material Design
= Problem/Question
- Lower Undergraduate
- Reference Material
= Research study
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Mirror:
https://doi.org/10.1119/perc.2019…
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Free access
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This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2019.pr.Ives
Keyword:
PERC 2019
Record Creator:
Metadata instance created January 7, 2020 by Lyle Barbato
Record Updated:
January 7, 2020 by Lyle Barbato
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when Cataloged:
January 7, 2020
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AIP Format
J. Ives and J. Stang, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15283&DocID=5195).
AJP/PRST-PER
J. Ives and J. Stang, Using cueing from question pairs to engage students in reflective thinking: An exploratory study, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15283&DocID=5195>.
APA Format
Ives, J., & Stang, J. (2019, July 24-25). Using cueing from question pairs to engage students in reflective thinking: An exploratory study. Paper presented at Physics Education Research Conference 2019, Provo, UT. Retrieved October 17, 2021, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15283&DocID=5195
Chicago Format
Ives, Joss, and Jared B. Stang. "Using cueing from question pairs to engage students in reflective thinking: An exploratory study." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15283&DocID=5195 (accessed 17 October 2021).
MLA Format
Ives, Joss, and Jared B. Stang. "Using cueing from question pairs to engage students in reflective thinking: An exploratory study." Physics Education Research Conference 2019. Provo, UT: 2019. 245-250 of PER Conference. 17 Oct. 2021 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15283&DocID=5195>.
BibTeX Export Format
@inproceedings{ Author = "Joss Ives and Jared B. Stang", Title = {Using cueing from question pairs to engage students in reflective thinking: An exploratory study}, BookTitle = {Physics Education Research Conference 2019}, Pages = {245-250}, Address = {Provo, UT}, Series = {PER Conference}, Month = {July 24-25}, Year = {2019} }
Refer Export Format

%A Joss Ives %A Jared B. Stang %T Using cueing from question pairs to engage students in reflective thinking: An exploratory study %S PER Conference %D July 24-25 2019 %P 245-250 %C Provo, UT %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15283&DocID=5195 %O Physics Education Research Conference 2019 %O July 24-25 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Ives, Joss %A Stang, Jared B. %D July 24-25 2019 %T Using cueing from question pairs to engage students in reflective thinking: An exploratory study %B Physics Education Research Conference 2019 %C Provo, UT %P 245-250 %S PER Conference %8 July 24-25 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15283&DocID=5195


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