Skip to main content
Presentation
Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions
Proceedings of the 2014 Physics Education Research Conference
  • Adrienne L. Traxler, Wright State University - Main Campus
  • Jonathan V. Mahadeo
  • Daryl McPadden
  • Eric Brewe
Document Type
Conference Proceeding
Publication Date
7-1-2014
Abstract
Previous analysis of common exam questions in introductory physics at Florida International University has revealed differences in the number and type of epistemic games played by students in their solutions. Separated by course format (lecture/lab, lecture/lab/recitation, or inquiry-based), student work also shows varying use of multiple representational tools. Here we examine representation use in more detail to establish a descriptive picture of representation use across multiple instructors and course formats. We then compare these profiles with the epistemic games played by students, asking whether the same epistemic game shows the same pattern of representational tools across course types. We find that patterns of representation use vary by course format, but there are generally not clear representational "signatures" to uniquely identify epistemic games.
Comments

Presented at the Physics Education Research Conference, Minneapolis, MN, July 30-31, 2014.

This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.

DOI
10.1119/perc.2014.pr.058
Citation Information
Adrienne L. Traxler, Jonathan V. Mahadeo, Daryl McPadden and Eric Brewe. "Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions" Proceedings of the 2014 Physics Education Research Conference (2014) p. 247 - 250
Available at: http://works.bepress.com/adrienne_traxler/30/