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Applying model analysis to a resource-based analysis of the Force and Motion Conceptual Evaluation

Trevor I. Smith, Michael C. Wittmann, and Tom Carter
Phys. Rev. ST Phys. Educ. Res. 10, 020102 – Published 2 July 2014

Abstract

Previously, we analyzed the Force and Motion Conceptual Evaluation in terms of a resources-based model that allows for clustering of questions so as to provide useful information on how students correctly or incorrectly reason about physics. In this paper, we apply model analysis to show that the associated model plots provide more information regarding the results of investigations using these question clusters than normalized gain graphs. We provide examples from two different institutions to show how the use of model analysis with our redefined clusters can provide previously hidden insight into the effectiveness of instruction.

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  • Received 19 April 2013

DOI:https://doi.org/10.1103/PhysRevSTPER.10.020102

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Authors & Affiliations

Trevor I. Smith1, Michael C. Wittmann2, and Tom Carter3

  • 1Department of Physics and Astronomy, Dickinson College, Carlisle, Pennsylvania 17013, USA
  • 2Department of Physics and Astronomy, and College of Education and Human Development, University of Maine, Orono, Maine 04469, USA
  • 3Natural and Applied Sciences Division, College of DuPage, Glen Elyn, Illinois 60137, USA

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Vol. 10, Iss. 2 — July - December 2014

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