Abstract
We present an analysis of students’ thinking skills as evidenced by free-response exam problems during the Covid-19 pandemic. We compare two inquiry-based, laboratory-based classical mechanics courses, one taught online and one taught in person during the pandemic, and two inquiry-based, laboratory-based electricity and magnetism courses, one taught online and the other in person during the pandemic. We use a rubric that was previously developed based on Bloom’s taxonomy (revised version) to compare the thinking skills of students in classes taught by different pedagogies. We discuss the method and analysis, and present results and interpretations. No significant differences were found in thinking skills between students in the online and in-person pandemic classical mechanics courses. However, we did see a difference in the thinking skills between the online and in-person pandemic electricity and magnetism courses as the semester progressed.
4 More- Received 12 December 2022
- Accepted 10 April 2023
DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.010131
Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International 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