Type:

Other

Description:

We discuss the implications of a framework to characterize student reasoning in an interview and its underpinnings in cognitive psychology. Our framework, described in a previous paper in these Proceedings, enables a researcher to identify various cognitive elements used by a student during an interview. Our thesis is that this framework can help identify reasoning paths used by the students. We discuss how this framework can be applied to both a coarse and fine grained analysis of reasoning and how it can be used to infer a student's implicit reasoning processes.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Education Foundations,testing,Undergraduate (Lower Division),educational aids,Research Design & Methodology,problem solving,Physics Education Research,General Physics,Graduate/Professional,oai:nsdl.org:2200/20061003062823494T,Life Science,teaching,Higher Education,PERC 2003,Cognition,Physics,human factors,Ecology, Forestry and Agriculture,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Geoscience

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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