A quantitative analysis of university student reasoning lines in the field of thermally activated phenomena

Risultato della ricerca: Conference article

Abstract

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.
Lingua originaleEnglish
pagine (da-a)012019-1-012019-13
Numero di pagine13
RivistaJOURNAL OF PHYSICS. CONFERENCE SERIES
Volume1076
Stato di pubblicazionePublished - 2018

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students
quantitative analysis
education
cluster analysis
chemical reactions
evaporation
temperature dependence

All Science Journal Classification (ASJC) codes

  • Physics and Astronomy(all)

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title = "A quantitative analysis of university student reasoning lines in the field of thermally activated phenomena",
abstract = "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.",
author = "Nicola Pizzolato and {Di Paola}, Benedetto and Claudio Fazio and {Persano Adorno}, Dominique and Battaglia, {Onofrio Rosario}",
year = "2018",
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T1 - A quantitative analysis of university student reasoning lines in the field of thermally activated phenomena

AU - Pizzolato, Nicola

AU - Di Paola, Benedetto

AU - Fazio, Claudio

AU - Persano Adorno, Dominique

AU - Battaglia, Onofrio Rosario

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

UR - http://hdl.handle.net/10447/291241

M3 - Conference article

VL - 1076

SP - 012019-1-012019-13

JO - JOURNAL OF PHYSICS. CONFERENCE SERIES

JF - JOURNAL OF PHYSICS. CONFERENCE SERIES

SN - 1742-6596

ER -