Speaker
Jesper Bruun
(University of Copenhagen, Department of Science Education)
Description
Students have been shown to make use of heuristics that may or may not be aligned with physics, when responding to conceptual tasks. This study analyses student responses (N=1368) to a conceptual survey about refraction. We use network analysis to identify 33 groups of similar responding students. We couple groups’ responses to previously identified heuristics, and compare these to contextual data: Course, university, country, and physics enrolment. We find that groups show differential and nuanced patterns with regards to both responses and contextual data. This study argues that teaching of refraction should take these heterogeneities into account as possible outcomes.
| How would you like to present your contribution? | Live in Kraków (time slot to be allotted based on the programme) |
|---|---|
| Target education level | University |
| Category | Formal Education |
Author
Jesper Bruun
(University of Copenhagen, Department of Science Education)
Co-authors
Cedric Linder
Dr
Burkhard Priemer
(Humboldt-Universität zu Berlin)
