Physics education researchers have developed many evidence-based instructional strategies to enhance conceptual learning of students in introductory physics courses. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI
We investigate the utility of two qualitative measures of equity. Our data are videos of groups of first-generation and Deaf or hard-of-hearing students in a pre-matriculation university program designed to help them persist in STEM fields by developing their metacognitive practices. We analyze video data of students in small groups trying to accomplish various tasks. We analyze how groups engage with proposed ideas (inchargeness) and create a space of open sharing (civility). By capturing different aspects of each group, these measures combine to help our understanding of what an equitable group could look like.
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