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Session:
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Paper Type:
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Contributed
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Title:
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Correlating Student Use of Follow-Up Questions with Class Performance
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Meeting:
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129th AAPT National Meeting: Sacramento, CA |
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Location:
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Amador 153 |
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Date:
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Wednesday, Aug. 4 |
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Time:
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10:30AM
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Author:
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Michael Scott, Univ. of Illinois, Urbana-Champaign
217-328-6530, mscott1@uiuc.edu
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Co-Author(s):
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Gary Gladding, Tim Stelzer
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Abstract:
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A preparatory course is offered at the University of Illinois to students who are under prepared for the calculus-based introductory physics sequence. The nature of the course consists of five components, four of which are online: lectures, preflights, homework, and quizzes. From these four computer-based components, we are able to collect data from the students that consist of all submitted responses along with time stamps. The fifth component of the course is a weekly, two-hour class where students meet together in a discussion-style setting. In the fall semester of 2003, this class time was videotaped giving more than 300 hours of data. Thus, nearly every aspect of the students' experience with the course is documented in some form or another. This talk will look at reflective, follow-up questions used in the Interactive Examples homework to see how student use of these meta-cognitive exercises correlate with their class and course performance.
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Footnotes:
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None
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