Session:
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Physics Education Research II
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Paper Type:
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Poster
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Title:
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Creative Ways Students Interpret Experiences as Physics Majors
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Meeting:
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2018 Winter Meeting: San Diego, CA |
Location:
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N/A |
Date:
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Time:
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9:15PM
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Author:
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Mary K. Chessey,, University of California, Davis,
6103045904, mkchessey@ucdavis.edu
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Co-Author(s):
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David J. Webb
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Abstract:
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Performance feedback offers a valuable opportunity to guide students’ development of knowledge and skills. Undergraduate physics majors in upper division classes dedicate many hours to coursework, yet the feedback for their effort often takes the form of numeric scores with uncertain meaning, especially for students who recently transferred to the university from a community college. This year-long study focuses on the experiences transfer students within a large cohort of physics majors and reveals the creative work that students do to fill in the gaps in the assessment of their performance. Findings from observations, interviews, and participation in the student community indicate that students use many indirect means to guess how they’re really doing in their major, such as informal conversations with classmates and instructors, and time spent solving problems. These findings have useful implications for instructors working towards creating an inclusive physics classroom by centering students’ perspectives.
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Footnotes:
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None
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Presentation:
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creative_ways_poster.pdf
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