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Investigating and Improving Student Understanding of Mechanics, Electricity and Magnetism, Quantum Mechanics, and Thermodynamics Using Conceptual Surveys
Investigating and Improving Student Understanding of Mechanics, Electricity and Magnetism, Quantum Mechanics, and Thermodynamics Using Conceptual Surveys
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152948
- ISBN
- 9798346385059
- DDC
- 378.198
- 서명/저자
- Investigating and Improving Student Understanding of Mechanics, Electricity and Magnetism, Quantum Mechanics, and Thermodynamics Using Conceptual Surveys
- 발행사항
- [Sl] : University of Pittsburgh, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 443 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: B.
- 주기사항
- Advisor: Clark, Russell;Garrett-Roe, Sean;Mong, Roger;Devaty, Robert;Singh, Chandralekha.
- 학위논문주기
- Thesis (Ph.D.)--University of Pittsburgh, 2024.
- 초록/해제
- 요약Validated conceptual multiple-choice surveys administered before and after instruction in relevant concepts can be useful tools to gauge the effectiveness of curricula and pedagogical strategies. Here we discuss the use of four different validated surveys to investigate student understanding: The Energy and Momentum Conceptual Survey (EMCS), the Conceptual Survey of Electricity and Magnetism (CSEM), the Quantum Mechanics Formalisms and Postulates Survey (QMFPS), and the Survey of Thermodynamic Processes and First and Second Laws-Long (STPFaSL-Long). The EMCS and the CSEM were used to investigate progression in student understanding of introductory-level physics concepts by administering them to both introductory and advanced level students as a pre- and a post-test. The cross-sectional performance of students on these introductory level physics concepts reveals which concepts remain challenging for students past their first year of physics and how the most common incorrect answers may evolve on various questions from introductory to advanced levels. The QMFPS was used to investigate co-construction and construction of knowledge in advanced quantum mechanics courses. Students were asked to take the QMFPS individually and then in a group of 2-3 with no feedback on their initial performance. Co-construction occurred when all students in a group originally answered a question incorrectly on their own but answered it correctly as a group after discussion. Construction occurred when only one student answered a question correctly individually, but the group answered it correctly. By comparing construction and co-construction of knowledge, we were able to determine which concepts were difficult and which concepts were easier for students so that they could answer them correctly by working together without feedback from the instructor. Lastly, we discuss the development and validation of the STPFaSL-Long survey instrument. This survey instrument was administered as a pre- and post-test to introductory-level students, upper-division students in an upper-level thermodynamics course, and graduate students across many different universities. We discuss the context dependance of student responses along with student difficulties with thermodynamic variables and the first and second laws of thermodynamics. We used both written data and interviews from the STPFaSL survey instrument to investigate these issues.
- 일반주제명
- College students
- 일반주제명
- Higher education
- 일반주제명
- Science education
- 일반주제명
- Thermodynamics
- 기본자료저록
- Dissertations Abstracts International. 86-05B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■035 ▼a(MiAaPQ)Pittsburgh46813
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378.198
■1001 ▼aBrundage, Mary Jane.
■24510▼aInvestigating and Improving Student Understanding of Mechanics, Electricity and Magnetism, Quantum Mechanics, and Thermodynamics Using Conceptual Surveys
■260 ▼a[Sl]▼bUniversity of Pittsburgh▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a443 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: B.
■500 ▼aAdvisor: Clark, Russell;Garrett-Roe, Sean;Mong, Roger;Devaty, Robert;Singh, Chandralekha.
■5021 ▼aThesis (Ph.D.)--University of Pittsburgh, 2024.
■520 ▼aValidated conceptual multiple-choice surveys administered before and after instruction in relevant concepts can be useful tools to gauge the effectiveness of curricula and pedagogical strategies. Here we discuss the use of four different validated surveys to investigate student understanding: The Energy and Momentum Conceptual Survey (EMCS), the Conceptual Survey of Electricity and Magnetism (CSEM), the Quantum Mechanics Formalisms and Postulates Survey (QMFPS), and the Survey of Thermodynamic Processes and First and Second Laws-Long (STPFaSL-Long). The EMCS and the CSEM were used to investigate progression in student understanding of introductory-level physics concepts by administering them to both introductory and advanced level students as a pre- and a post-test. The cross-sectional performance of students on these introductory level physics concepts reveals which concepts remain challenging for students past their first year of physics and how the most common incorrect answers may evolve on various questions from introductory to advanced levels. The QMFPS was used to investigate co-construction and construction of knowledge in advanced quantum mechanics courses. Students were asked to take the QMFPS individually and then in a group of 2-3 with no feedback on their initial performance. Co-construction occurred when all students in a group originally answered a question incorrectly on their own but answered it correctly as a group after discussion. Construction occurred when only one student answered a question correctly individually, but the group answered it correctly. By comparing construction and co-construction of knowledge, we were able to determine which concepts were difficult and which concepts were easier for students so that they could answer them correctly by working together without feedback from the instructor. Lastly, we discuss the development and validation of the STPFaSL-Long survey instrument. This survey instrument was administered as a pre- and post-test to introductory-level students, upper-division students in an upper-level thermodynamics course, and graduate students across many different universities. We discuss the context dependance of student responses along with student difficulties with thermodynamic variables and the first and second laws of thermodynamics. We used both written data and interviews from the STPFaSL survey instrument to investigate these issues.
■590 ▼aSchool code: 0178.
■650 4▼aCollege students
■650 4▼aHigher education
■650 4▼aScience education
■650 4▼aThermodynamics
■690 ▼a0745
■690 ▼a0714
■690 ▼a0348
■71020▼aUniversity of Pittsburgh.
■7730 ▼tDissertations Abstracts International▼g86-05B.
■790 ▼a0178
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164320▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
