AAPT Abstract Archive

Abstract Information

  Session: Physics Education Research Posters 2
  Paper Type: Poster
  Title: Conceptual Versus Computational Homework
  Meeting: 2014 Summer Meeting: Minneapolis, Minnesota
  Location: N/A
  Time: 5:00PM
  Author: Kristi D. Concannon, King's College
570-208-2900 x5390, kristiconcannon@kings.edu
  Co-Author(s): None
  Abstract: Does the type of homework assigned in an introductory physics course affect exam performance? In spring 2014, two sections of algebra-based second-semester introductory physics were taught by the same instructor. Class-time for both sections focused primarily on building conceptual understanding, with minor emphasis on the mechanics of problem solving. End-of-chapter problems were assigned to each of the two sections: Section A was assigned 8-10 conceptual exercises; Section B was assigned 2-3 computational problems. The alternate problem sets were recommended to students, but were not collected for grading. Three exams and a comprehensive final exam were given, each evenly weighted with conceptual and computational problems. We anticipated that (1) students in the section requiring conceptual homework would perform better on conceptual exam questions than students required to submit computational homework and (2) students in both sections would perform equally well on the computational exam problems. This poster will present our findings.
  Footnotes: None
  Presentation: Concannon-AAPTSM14-PST2C19.pdf

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