Document Type

Conference Proceeding

Publication Date

2015

Abstract

An assessment question involving Newton’s 2nd law was administered in a physics course for preservice elementary teachers before and again after instruction. The posttest included a prompt asking students to describe the specific ways their thinking changed. Student reasoning was coded for physics content accuracy; many students exhibited changes from primitive, experientially-based reasoning to more formal reasoning. Students' self-reported reflections were then compared to the differences in the pre- and posttest codes. We find that many students do not identify substantive changes in their reasoning, while other students reflect at only a surface level. We also find that some students overestimate their initial level of understanding.

Publication Title

PERC 2015 Proceedings

Required Publisher's Statement

2015 PERC Proceedings, edited by Churukian, Jones, and Ding; Peer-reviewed,

doi:10.1119/perc.2015.pr.017

Published by the American Association of Physics Teachers under a Creative Commons Attribution 3.0 license. Further distribution must maintain attribution to the article’s authors, title, proceedings citation, and DOI.

Sponsorship/Conference/Institution

Physics Education Research Conference 2015

Location

College Park, MD

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

Language

English

Format

application/pdf

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