AAPT Abstract Archive

Abstract Information

  Session: PER: Evaluating Instructional Strategies
  Paper Type: Contributed
  Title: Student’s Learning Transformation via Ranking and Sensemaking Tasks in Introductory Physics Courses
  Meeting: 2017 Summer Meeting: Cincinnati, Ohio
  Location: N/A
  Time: 4:50PM
  Author: Orlando M. Patricio,, Laredo Community College,
19563198031, orlando.patricio@laredo.edu
  Co-Author(s): None
  Abstract: Generation Z and millennial students have different learning styles and attention spans. The American Association of Physics Teachers (AAPT) recognized the need to improve student performance and transform the physics classrooms. About 25 physics educators were trained and immersed in using various innovative teaching strategies on the last cohort of an 18-month New Faculty Experience (NFE) for physics educators. Hence, this study is a result of this project. This research explored the transformational effect(s) of using ranking and sensemaking tasks/activities in introductory physics courses to student’s (1) pre/posttest scores and (2) final exams. The student’s portfolio of the activities were also assessed to ascertain their level of critical thinking skills. To gain better insights of the productive elements of the activities, student’s journals and impressions were collected and analyzed. The activities were embedded in the usual classroom routine. The student’s learning transformation is phenomenal.
  Footnotes: With permission from Pearson in using some Sensemaking and Ranking Tasks/Activities.
  Presentation: PER Presentation July 2017 - OMPatricio QR.pptx

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