Research Mentor(s)

Andrew Boudreaux

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

Location

SMATE, Science, Math, and Technology Education

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

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May 17th, 12:00 PM May 17th, 3:00 PM

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

SMATE, Science, Math, and Technology Education

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.

 

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