Querying the Questions: Student Responses and Reasoning in an Active Learning Class.
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| Title: | Querying the Questions: Student Responses and Reasoning in an Active Learning Class. |
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| Authors: | Koretsky, Milo D.1 milo.koretsky@oregonstate.edu, Brooks, Bill J.1, White, Rachel M.1, Bowen, Alec S.1 |
| Source: | Journal of Engineering Education. Apr2016, Vol. 105 Issue 2, p219-244. 26p. |
| Subject Terms: | *Active learning, *Psychology of students, *Critical thinking, *Concept learning, *Ability testing |
| Abstract: | Background We investigated student responses to multiple-choice concept questions during active learning activities where students write justifications for their answer choices. Purpose We selected two questions that asked students to apply the same concept in the same way but that have different surface features. We characterized students' responses to reveal how question attributes influence student thinking. Design/Method In Study 1, we compared responses from students who wrote justifications with those who did not. In Study 2, we modified one of the questions so the cues of the two questions better align. Data included the students' answers and their written justifications. We applied open coding to the written justifications to develop hierarchical categories common to both questions. Results For the Expanding Piston question, students who wrote justifications chose the correct answer more often; in the Balloon Rising question, less often. Analyses of justifications indicate that in the latter question, students activated more sophisticated reasoning processes, but did not choose the correct answer. We attribute half the difference between percentage correct in Study 1 to question cues and the remaining difference to an unfamiliar context. Conclusions We encourage instructors to solicit written justifications to multiple-choice concept questions and to look for cases where students choose the correct answer using incorrect reasoning, ask students to construct graphics as they respond to text-only concept questions, and seek ways to help students recognize how core concepts apply to a broad range of contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 114603484 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Querying the Questions: Student Responses and Reasoning in an Active Learning Class. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Koretsky%2C+Milo+D%2E%22">Koretsky, Milo D.</searchLink><relatesTo>1</relatesTo><i> milo.koretsky@oregonstate.edu</i><br /><searchLink fieldCode="AR" term="%22Brooks%2C+Bill+J%2E%22">Brooks, Bill J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22White%2C+Rachel+M%2E%22">White, Rachel M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bowen%2C+Alec+S%2E%22">Bowen, Alec S.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Engineering+Education%22">Journal of Engineering Education</searchLink>. Apr2016, Vol. 105 Issue 2, p219-244. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability+testing%22">Ability testing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background We investigated student responses to multiple-choice concept questions during active learning activities where students write justifications for their answer choices. Purpose We selected two questions that asked students to apply the same concept in the same way but that have different surface features. We characterized students' responses to reveal how question attributes influence student thinking. Design/Method In Study 1, we compared responses from students who wrote justifications with those who did not. In Study 2, we modified one of the questions so the cues of the two questions better align. Data included the students' answers and their written justifications. We applied open coding to the written justifications to develop hierarchical categories common to both questions. Results For the Expanding Piston question, students who wrote justifications chose the correct answer more often; in the Balloon Rising question, less often. Analyses of justifications indicate that in the latter question, students activated more sophisticated reasoning processes, but did not choose the correct answer. We attribute half the difference between percentage correct in Study 1 to question cues and the remaining difference to an unfamiliar context. Conclusions We encourage instructors to solicit written justifications to multiple-choice concept questions and to look for cases where students choose the correct answer using incorrect reasoning, ask students to construct graphics as they respond to text-only concept questions, and seek ways to help students recognize how core concepts apply to a broad range of contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jee.20116 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 219 Subjects: – SubjectFull: Active learning Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Concept learning Type: general – SubjectFull: Ability testing Type: general Titles: – TitleFull: Querying the Questions: Student Responses and Reasoning in an Active Learning Class. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Koretsky, Milo D. – PersonEntity: Name: NameFull: Brooks, Bill J. – PersonEntity: Name: NameFull: White, Rachel M. – PersonEntity: Name: NameFull: Bowen, Alec S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 10694730 Numbering: – Type: volume Value: 105 – Type: issue Value: 2 Titles: – TitleFull: Journal of Engineering Education Type: main |
| ResultId | 1 |
