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
Showing posts with label Matloob Haghanikar. Show all posts
Showing posts with label Matloob Haghanikar. Show all posts
Wednesday, September 9, 2009
Murphy, Matloob, Zollman: AAPT S2009 presentation
Study on how college science courses influence elementary school teachers
Sytil Murphy, Mojgan Matloob-Hagrahanikar, Zollman
How much influence do we have? Can we convince elementary education majors that the methods used to teach them science from elementary school to high school may not be the best methods? The National Study of Education in Undergraduate Science (NSEUS) is investigating the impact that college science courses have on pre- and in-service elementary school teachers. As part of this study, we are performing site visits to colleges and universities around the nation along with elementary school classrooms taught by that institution’s graduates. The institutions participating in this study were part of the NASA-NOVA project leading to the development of active engagement courses for elementary education majors at the institution. A comparison of the opinions of the faculty and pre- and in-service elementary school teachers regarding the teaching of science will be made.
Supported by the National Science Foundation grant NSF ESI-055-4594
Sytil Murphy, Mojgan Matloob-Hagrahanikar, Zollman
How much influence do we have? Can we convince elementary education majors that the methods used to teach them science from elementary school to high school may not be the best methods? The National Study of Education in Undergraduate Science (NSEUS) is investigating the impact that college science courses have on pre- and in-service elementary school teachers. As part of this study, we are performing site visits to colleges and universities around the nation along with elementary school classrooms taught by that institution’s graduates. The institutions participating in this study were part of the NASA-NOVA project leading to the development of active engagement courses for elementary education majors at the institution. A comparison of the opinions of the faculty and pre- and in-service elementary school teachers regarding the teaching of science will be made.
Supported by the National Science Foundation grant NSF ESI-055-4594
Friday, September 4, 2009
Matloob Haghanikar,Murphy,Zollman: AAPT 2009
Exploring Students’ Patterns of Reasoninghttp://web.phys.ksu.edu/talks/2009/matloob-aapt-s09.pdf
Mojgan Matloob Haghanikar, Sytil Murphy, Dean Zollman
Kansas State University, Department of Physics, Manhattan, KS 66506
Cynthia Sunal & Dennis Sunal, University of Alabama, Cheryl Mason San Diego State University
As a part of a study of the science preparation of elementary school teachers students’ reasoning skills in courses with interactive engagement teaching-learning strategies are being compared with those in traditional courses. We have devised a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom’s taxonomy[1].The rubric is being used to assess the levels of reasoning represented in students’ responses to written examination questions. In this way we believe that we can compare students’ pattern of reasoning across disciplines.
Supported by National Science Foundation grant ESI-055 4594
[1] A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
Mojgan Matloob Haghanikar, Sytil Murphy, Dean Zollman
Kansas State University, Department of Physics, Manhattan, KS 66506
Cynthia Sunal & Dennis Sunal, University of Alabama, Cheryl Mason San Diego State University
As a part of a study of the science preparation of elementary school teachers students’ reasoning skills in courses with interactive engagement teaching-learning strategies are being compared with those in traditional courses. We have devised a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom’s taxonomy[1].The rubric is being used to assess the levels of reasoning represented in students’ responses to written examination questions. In this way we believe that we can compare students’ pattern of reasoning across disciplines.
Supported by National Science Foundation grant ESI-055 4594
[1] A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
Matloob Haghanikar,Murphy,Zollman: PERC 2009
Protocol for Analysis of Content Questions 
Mojgan Matloob Haghanikar, Sytil Murphy and Dean Zollman
Kansas State University, Manhattan, KS, 66506;USA
As a part of a study of the science preparation of elementary school teachers, we are investigating students' abilities to apply scientific concepts to unfamiliar situations. The objective is to construct a method which will enable us to compare how students use their reasoning and their content knowledge across different disciplines. To analyze students' answers we developed a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom's taxonomy (1). In this poster we will present the structure of some content questions and the rubric. In addition we will demonstrate the method of analysis for few example questions.
Supported by National Science Foundation grant ESI-055 4594
(1) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
Mojgan Matloob Haghanikar, Sytil Murphy and Dean Zollman
Kansas State University, Manhattan, KS, 66506;USA
As a part of a study of the science preparation of elementary school teachers, we are investigating students' abilities to apply scientific concepts to unfamiliar situations. The objective is to construct a method which will enable us to compare how students use their reasoning and their content knowledge across different disciplines. To analyze students' answers we developed a rubric based on the hierarchies of knowledge and cognitive processes cited in a two dimensional revision of Bloom's taxonomy (1). In this poster we will present the structure of some content questions and the rubric. In addition we will demonstrate the method of analysis for few example questions.
Supported by National Science Foundation grant ESI-055 4594
(1) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, L.W. Anderson & D.R. Krathwohl, D.R. New York: Longman (2001).
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