Physics Exam Problems Reconsidered: Using Logger Pro to Evaluate Student Understanding of Physics

Autor/inn/en	Milner-Bolotin, Marina; Moll, Rachel
Titel	Physics Exam Problems Reconsidered: Using Logger Pro to Evaluate Student Understanding of Physics
Quelle	In: Physics Teacher, 46 (2008) 8, S.494-500 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
DOI	10.1119/1.2999067
Schlagwörter	Physics; Foreign Countries; Science Teachers; Teaching Methods; Science Instruction; Student Evaluation; Evaluation Methods; Test Items; Science Tests; Undergraduate Students; College Science; Lecture Method; Interaction; Comprehension; Canada + Suchen Sie Ihr Suchwort? Physik; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; Test content; Testaufgabe; Interaktion; Verstehen; Verständnis; Kanada
Abstract	In the past few decades, the physics teaching community has witnessed a surge in creative and often effective ways of using technology to improve physics instruction. Most of these findings suggest how technology can help instructors create interactive learning environments and how interactivity influences the effectiveness of physics learning. However, every physics teacher knows that in order for any teaching method to be effective, the exams have to test the skills and concepts addressed by the teacher. Exam content and style sends the clearest message to students about what skills and content are valued by instructors. The mismatch between what we intend to teach and what we effectively test in exams is of great concern to many science teachers. These were our motives for creating data-rich questions to be used in the exams in a large undergraduate first-year physics course at the University of British Columbia. These data-rich questions were developed to support the use of an innovative teaching pedagogy called Interactive Lecture Experiments. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10