Encouraging and Analyzing Student Questions in a Large Physics Course: Meaningful Patterns for Instructors

@inproceedings{Harper2003EncouragingAA,
  title={Encouraging and Analyzing Student Questions in a Large Physics Course: Meaningful Patterns for Instructors},
  author={Kathleen A. Harper and Eugenia Etkina and Yuhfen Lin},
  year={2003}
}
In a large introductory physics course, structured weekly journals (weekly reports) regularly encouraged students to ask questions about the material. The resulting questions were collected for one quarter and coded based on difficulty and topic. Students also took several conceptual tests during the quarter. The reports contained more questions than typically observed in a college classroom, but the number of questions asked was not correlated to any measure of conceptual performance… CONTINUE READING

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