Research Mentor(s)
Boudreaux, Andrew
Description
While concepts of energy and matter apply across science disciplines, students have difficulty transferring their knowledge of energy concepts from one science discipline to another. Traditionally, instruction of physical sciences, chemistry, and life sciences are presented independently of one another; with energy concepts introduced in isolated contexts and with differing emphases. Two instructional strategies have been shown to improve student transfer of knowledge: metacognitive student reflection, and explicit framing of concepts. This study integrates these instructional strategies into an introductory physics course for non-science majors as a series of instructional interventions, measuring student ability to transfer knowledge of energy concepts in a controlled study.
Document Type
Event
Start Date
17-5-2018 12:00 PM
End Date
17-5-2018 3:00 PM
Department
SMATE (Science, Math and Technology Education)
Genre/Form
student projects, posters
Subjects – Topical (LCSH)
Science--Study and teaching (Higher)--United States; Physics--Study and teaching (Higher)--United States
Geographic Coverage
United States
Type
Image
Keywords
Transfer of Knowledge, Cross cutting concept, Next Generation Science Standards (NGSS), Science education, STEM
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.
Language
English
Format
application/pdf
Included in
Enhancing student ability to transfer energy concepts in postsecondary science education through explicit instruction of concepts, student self-reflection, and guided practice in knowledge transfer
While concepts of energy and matter apply across science disciplines, students have difficulty transferring their knowledge of energy concepts from one science discipline to another. Traditionally, instruction of physical sciences, chemistry, and life sciences are presented independently of one another; with energy concepts introduced in isolated contexts and with differing emphases. Two instructional strategies have been shown to improve student transfer of knowledge: metacognitive student reflection, and explicit framing of concepts. This study integrates these instructional strategies into an introductory physics course for non-science majors as a series of instructional interventions, measuring student ability to transfer knowledge of energy concepts in a controlled study.