Exploring Students' Patterns of Reasoning
Mojgan Matloob-Haghanikar, Sytil Murphy, and Dean Zollman
As a part of the National Study of Education in Undergraduate Science (NSEUS) Project, students’ ability to learn content in courses with interactive engagement teaching-learning strategies and those in traditional courses are being compared. On most campuses, a traditional course and an interactive engagement course at the same level and in the same subject area do not exist making direct comparisons on subject matter learning impossible. Therefore, we are concentrating on comparisons of reasoning skills within the content that they have learned. Because of the size of the study, we cannot interview the students and must rely on written responses to exam questions. We believe that we can develop a method for comparison of the students’ reasoning patterns. In order to examine the efficacy of our method, we began by analyzing exam responses from students enrolled in conceptual physics courses at Kansas State. We will present the insights we have gained throughout this process.
Supported by National Science Foundation grant ESI-055 4594
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