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Assessing The Effectiveness Of A Tool For Classifying And Assessing Student Energy Diagrams In Pre- And Post-Covid-19 Instruction, Michael Dudley
Assessing The Effectiveness Of A Tool For Classifying And Assessing Student Energy Diagrams In Pre- And Post-Covid-19 Instruction, Michael Dudley
Electronic Theses and Dissertations
Energy is a broad concept that is used to interpret and understand scientific phenomena, and appears throughout the Next Generation Science Standards (NGSS) at all grade levels and across disciplines. The NGSS specifies no single approach for energy instruction, and makes use of different energy metaphors, often within individual standards. Gray, et al. (2019) created a checklist (the “Gray Checklist”) to identify whether or not a diagram exhibits evidence of core constituent ideas that align to the energy model of the NGSS. This study used the Gray Checklist to find trends in student energy diagrams that were produced during a …
Using Contrasting Cases To Build Metacognitive Knowledge About The Impact Of Salient Distracting Features In Physics Problems, Thanh K. Le
Electronic Theses and Dissertations
Student reasoning on physics problems is often context dependent. A possible explanation is that salient distracting features (SDFs) in physics problems may cue students’ “spontaneous” reasoning. This cued reasoning is often accepted without question, even though it may be unproductive and may even preclude the use of relevant knowledge. One possible approach to address such reasoning difficulties is to strengthen students’ metacognitive skills, particularly their metacognitive knowledge. While metacognitive knowledge plays an important role in facilitating effective regulation, little is known about how to build student metacognitive knowledge. This dissertation explores the use of contrasting cases (e.g., a …