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2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska

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How Students' Conceptual Structure Relates to their Sophistication of Reasoning
  Location: HC 3023 & 3023A
  Date: Monday, Aug.1
  Time: 7:20 PM -7:30 PM
  Author: Mojgan Matloob haghanikar, Kansas State University
  Co-Author(s): Sytil Murphy , Dean Zollman
  Abstract: While investigating the impact of interactive learning strategies on pre-service elementary science teachers, we devised open-ended content questions focusing on the application of learned concepts to new contexts. We designed a protocol to evaluate students' responses through different lenses. First, we classified concepts into three types: descriptive, hypothetical, and theoretical [1], and categorized the level of abstraction of the responses in terms of the types of concepts and the links between them [2]. Second, we devised a rubric based on Bloom's revised taxonomy [3] with seven traits (both knowledge types and cognitive processes) and a defined set of criteria to evaluate each trait. Looking at the same responses with both lenses we can investigate the correlation between the level of abstraction and the sophistication of students' reasoning as indicated by the traits of our rubric. Supported by NSF grant ESI-055 4594.
  Footnotes: 1. Lawson, A.E, et. al, (2000). What kinds of scientific concepts exist? Concept construction and intellectual development in college biology. JRST,37(9) 2. M. Nieswandt & K. Bellomo, JRST,46 (3) 3. L.W. Anderson & D.R. Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman (2001)
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