the effect of educational environment on representational competence in introductory physics
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The effect of educational environment on representational competence in introductory physics. Patrick Kohl and Noah Finkelstein University of Colorado at Boulder. Outline. Review of research questions and original study Performance data from additional studies - PowerPoint PPT PresentationTRANSCRIPT
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The effect of educational environment on representational
competence in introductory physics
Patrick Kohl and Noah Patrick Kohl and Noah FinkelsteinFinkelstein
University of Colorado at University of Colorado at BoulderBoulder
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OutlineOutline Review of research questions and Review of research questions and
original studyoriginal study Performance data from additional Performance data from additional
studiesstudies Analysis of representational content Analysis of representational content
of course environments of course environments ConclusionsConclusions
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IntroductionIntroduction Original study investigated:Original study investigated:
Effect of problem representation on Effect of problem representation on student performance (student student performance (student representational competence)representational competence)
Effect of providing students with a Effect of providing students with a choice of problem representation choice of problem representation (student meta-representational (student meta-representational competence)competence)
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IntroductionIntroduction Student performance was strongly Student performance was strongly
affected by representationaffected by representation Effect of representation choice was Effect of representation choice was
strong and either positive or negativestrong and either positive or negative
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Research questionsResearch questions Can we explain the choice/control Can we explain the choice/control
splits?splits? Will these effects be present in other Will these effects be present in other
courses?courses? Why or why not?Why or why not?
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Study methodsStudy methods Four question pre-recitation homework Four question pre-recitation homework
Verbal, mathematical, graphical, pictorial Verbal, mathematical, graphical, pictorial question formatsquestion formats
One question recitation quiz in one of four One question recitation quiz in one of four formatsformats
Half receive format at random, half chooseHalf receive format at random, half choose Study covered two topic areas in each of Study covered two topic areas in each of
Phys 2020 (Trad), 2010 (Reform), 2020 Phys 2020 (Trad), 2010 (Reform), 2020 (Reform)(Reform)
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Atomic phys. quizzes, pictorial & Atomic phys. quizzes, pictorial & verbalverbal Spectroscopy Problem -- Pictorial Format
The Balmer series of spectral lines is shown below, as seen through a spectrometer: Now suppose we are in a world where electric charges are weaker, so the electron is not held as tightly by the nucleus and the ionization energy is 13 eV instead of 13.6 eV. Choose the picture that best represents what the new spectrum would look like.
Spectroscopy Problem -- Verbal Format Consider the Balmer series of spectral lines from hydrogen gas. Now suppose we are in a world where electric charges are weaker, so the electron is not held as tightly by the nucleus. This means that the ionization energy for the electron will be smaller. What will happen to the Balmer lines that we see? A) The spectral lines will remain the same.
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Choice/control splitsChoice/control splitsQuiz SubjectQuiz Subject VerbVerb
alalMathMath GraphicGraphic
alalPictorialPictorial
2020 Diffraction 2020 Diffraction (T)(T)
-- -- 0.040.04 0.030.03
2020 2020 SpectroscopySpectroscopy
0.0020.002 0.0000.00011
0.00040.0004 0.0010.0012010 Springs (R)2010 Springs (R) -- 0.090.09 -- 0.070.072010 Pendulums2010 Pendulums -- -- -- --2020 Diffraction 2020 Diffraction (R)(R)
-- 0.060.06 -- --
2020 2020 SpectroscopySpectroscopy
-- -- -- --
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Choice/Control splitsChoice/Control splits Effect of instruction appears to be Effect of instruction appears to be
strongstrong Hypothesis: Reform style using Hypothesis: Reform style using
broader selection of representation broader selection of representation imparts broader representational skill imparts broader representational skill sets, reducing splitssets, reducing splits
Is analysis of lectures and exams Is analysis of lectures and exams consistent?consistent?
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Study methodsStudy methods Videotaped several lectures from Videotaped several lectures from
each class, analyzed in terms of each class, analyzed in terms of representation userepresentation use
Compared representation use on Compared representation use on class examsclass exams
Conducted problem-solving Conducted problem-solving interviews in 2010 (Reform) and interviews in 2010 (Reform) and 2020 (Reform) sections2020 (Reform) sections
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ExamsExams Means by which students are held Means by which students are held
responsible for representation useresponsible for representation use
Each exam sub-problem has its Each exam sub-problem has its representational content assessedrepresentational content assessed
We tally fraction of points possible We tally fraction of points possible associated with each representationassociated with each representation
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Averaged exam contentAveraged exam content
0.000.100.200.300.400.500.600.700.800.901.00
201 Reform 202 Reform 202 Trad
Verbal
Math
Graphical
Pictorial
Multiple
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Course analysisCourse analysis Both reform-style used more Both reform-style used more
representations in a more integrated representations in a more integrated wayway
Could plausibly account for quiz Could plausibly account for quiz performance dataperformance data
Course also included other Course also included other components: recitation, lab, components: recitation, lab, homeworks homeworks
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ConclusionsConclusions Both micro- and macro-level sources Both micro- and macro-level sources
of performance variationof performance variation Students have fairly robust opinions of their own Students have fairly robust opinions of their own
representational competencerepresentational competence Opinions are cross-context; skills are not necessarilyOpinions are cross-context; skills are not necessarily
Pervasive use of different/multiple representations in Pervasive use of different/multiple representations in instruction can have a noticeable effect on student skillsinstruction can have a noticeable effect on student skills
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AcknowledgementsAcknowledgements This work was supported in part by This work was supported in part by
an NSF Graduate Fellowship and by an NSF Graduate Fellowship and by Colorado PhysTEC. Colorado PhysTEC.
Special thanks to the PER group at Special thanks to the PER group at CU-Boulder and to Drs. Beale, CU-Boulder and to Drs. Beale, Munsat, and Peterson. Munsat, and Peterson.
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Performance data – traditional Performance data – traditional 2020 2020
VerbalVerbal MathMath GraphGraph
ChoiceChoice 35% 35% (N=17)(N=17)
37% 37% (N=57)(N=57)
4% 4% (N=26)(N=26)
ControControll
24% 24% (N=17)(N=17)
56% 56% (N=18)(N=18)
25% 25% (N=16)(N=16)p = 0.04p = 0.04
PictorialPictorial
82% 82% (N=72)(N=72)58% 58% (N=19)(N=19)p = 0.03p = 0.03
Wave optics quizWave optics quiz
ChoiceChoice 81% 81% (N=21)(N=21)
90% 90% (N=42)(N=42)
96% 96% (N=28)(N=28)
ControControll
32% 32% (N=19)(N=19)p = 0.002p = 0.002
13% 13% (N=15)(N=15)p < p < 0.00010.0001
53% 53% (N=17)(N=17)p = p = 0.00040.0004
39% 39% (N=58)(N=58)83% 83% (N=18)(N=18)p = p = 0.00120.0012
Atomic physics quizAtomic physics quiz