Chini, Carmichael, Rebello, Puntambekar: NARST 2009

Future Elementaty Teachers Integrating Hypertext with Hands-on Experimentation in a Design-Based Context

Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA

Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA

We discuss how future elementary teachers in a physics class progress through the CoMPASS (Concept Map Project-based Activity Scaffolding System) curriculum that facilitates learning by integrating hands-on and hypertext activities in a design-based context. We report on the criteria that participants use while making design predictions, their navigation strategies on the hypertext system, and what they learn about their design task after completing the hypertext and hands-on activities.

*This research is funded in part by the U.S. Department of Education, Institute of Education Sciences Award R305A080507.

Cui, Rebello, Bennett: NARST Proceedings 2007

Assessing college students’ transfer of learning from calculus to physics using non-traditional problems
Lili Cui, N. Sanjay Rebello & Andrew G. Bennett Proceedings of the NARST 2007 Annual Meeting New Orleans, LA

This research investigated students’ transfer of learning from calculus courses to an introductory physics course using non-traditional physics Jeopardy problems. We used semi-structured think-aloud interviews to assess the extent to which students transfer their calculus knowledge when solving Jeopardy problems. Jeopardy problems present interviewees with an intermediate step in the form of a mathematical integration and ask students to come up with a physical scenario relevant to the integral provided. Results indicate that students often had difficulty taking apart the given problem and constructing the corresponding physics situation.