In this contribution we present a research aimed at studying the effectiveness of two workshops in improvingreasoning skills in undergraduate students. Both the workshops are based on the Feynman Unifying Approach.A questionnaire containing six open-ended questions on the temperature dependence of evaporation of a liquidand of a chemical reaction was administered to the students of both groups before instruction. A second one,similar to the first but focused on a physical content different from both the pre-instruction test one and thecontent dealt with during the workshops, was administered after instruction. The responses to the pre- andpost-instruction questionnaires are analyzed by using Not-Hierarchical Cluster Analysis methods and students’lines of reasoning about the proposed phenomena/situations are inferred in both the experimental and thecontrol group. The implications on the efficacy of the two workshops in improving student explicative skillsare discussed.
|Numero di pagine||13|
|Rivista||JOURNAL OF PHYSICS. CONFERENCE SERIES|
|Stato di pubblicazione||Published - 2018|
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