Research Question | When students do well on multiple choice physics problems, do they know how to problem solve? How do different curricula prepare students?
Experimental Design | Participants solved physics problems while ‘thinking aloud’. They previously completed a calculus-based course or a first-principles-based course.
Results | Students tend to provide ‘canned’ responses. Despite using a robust and widely-used assessment tool, language plays an important role in how students understand and answer questions.
This research was conducted at the Georgia Institute of Technology, Physics Education Research Group from 2007 to 2010.
Principal Investigator: Dr Michael Schatz
Research Team: Dr Richard Catrambone, Dr Jack Marr, Dr Matthew Kohlmyer, Marcos Caballero
Research Assistant: Keith R Bujak