1 / 10

Changing Scientific Reasoning Ability in College Students

Changing Scientific Reasoning Ability in College Students Brian A. Pyper Ph.D. Director of Physics Education BYU-Idaho Department of Physics. Abstract.

akando
Download Presentation

Changing Scientific Reasoning Ability in College Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Changing Scientific Reasoning Ability in College Students Brian A. Pyper Ph.D. Director of Physics Education BYU-Idaho Department of Physics

  2. Abstract Data from several years and several different classes have shown that Lawson test scores do not change much over the course of a single semester, and are strongly correlated with FCI gains. So what does change Lawson scores? We have new data that we think shows that more interaction with materials that demand reasoning (and not just clicker questions and end of chapter Homework problems) improves reasoning ability and subsequently conceptual development.

  3. Reasoning and Conceptual Understanding Reasoning and Understanding strongly correlated

  4. Changing Reasoning Measured by the Lawson Classroom Test of Scientific Reasoning F08 PHS100 No significant changes: using peer instruction and some home-made tutorial-like activities.

  5. + tutorials Adding one day a week with Tutorials in Introductory Physics (Ph105)

  6. Knight textbook workbook assignments

  7. Concept development FCI: F08, W10, F10 HTCE: W11

  8. Notes • Tutorials are research based and dependent on faithful implementation • Workbooks take MUCH longer to complete (time on task) • Students have similar mixed feelings about both

  9. Conclusions • Reasoning Ability matters and can be encouraged by appropriate interventions • But it doesn’t change just because of life experience or even previous math/physics background. It takes explicit attention to reasoning.

  10. References • Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability, Coletta and Phillips, Am. J. Phys. 73 12, December 2005 p1172-1182 • B Pyper and C Humpherys, Why Physics is Hard, PERC 2007 • Reasoning of Young Adults and Intro Physics: What’s the Connection?, Vickie L Plano Clark UNL PERG 2001 http://digitalcommons.unl.edu/physicsrpeg/2/ • L. Bao, T. Cai, K. Koenig, K. Fang, J. Han, J. Wang, Q. Liu, L. Ding, L. Cui, Y. Luo, Y. Wang, L. Li, N. Wu (2009). PHYSICS: Learning and Scientific Reasoning Science, 323 (5914), 586-587 DOI: 10.1126/science.1167740

More Related