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Location:
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KFC Courts |
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Date:
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Tuesday, Aug.02 |
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Time:
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6:00PM - 6:45PM
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Author:
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Mathew A. Martinuk, University of British Columbia
7788366366, martinuk@physics.ubc.ca
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Co-Author(s):
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Joss Ives
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Abstract:
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Many researchers and textbooks have promoted the use of rigid prescribed strategies for encouraging development of expert-like problem-solving behavior in novice students. The UBC Physics 100 course has been using Context-Rich problems with a prescribed five-step strategy since 2007. We have been analyzing audio recordings of students during group problem-solving sessions to analyze students' epistemological framing based on the implicit goal of their discussions. By treating the goal of "understanding the physics situation" as "sensemaking," we analyze the effectiveness of structured prompts intended to promote a shift to a sensemaking discussion. This poster will describe the setting, research methods, and results.
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Footnotes:
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None
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