The impact of the pre-instructional cognitive profile on learning gain and final exam of physics courses: a case study

Capizzo, M. C.; Nuzzo, Silvana; Zarcone, M.

doi:10.1080/03043790600911811

Cited by 6 publications

(2 citation statements)

References 13 publications

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“…Both the mean <gain> and individual gain (also referred to as "normalized learning scores") have been used widely in science education, particularly in relation to biology and physics teaching and learning (Bao, 2006;Chi et al, 2018;Cobern et al, 2010;Concetta Capizzo et al, 2006;Docktor & Mestre, 2014;Fadaei, 2019;Hake, 1998;Knight et al, 2013;Marx & Cummings, 2007;Redish et al, 1997;Setiawan & Kudus, 2020;Smith et al, 2011), but relatively rarely, to date, has it been used in mathematics education. The individual gain bears no necessary relation to the initial test score and generally has low correlation with it.…”

Section: Assessing Mathematical Growth: Individual Gain and Hake's Mean Gainmentioning

confidence: 99%

A Numerical Indicator of Student Cognitive Engagement and Mathematical Growth

McGowen¹,

Davis²

2022

INT ELECT J MATH ED

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We discuss and examine a numerical indicator-the individual gain-of students' engagement and mathematical growth in relation to an instructor's course aims and goals. The individual gain statistic assesses the fractional amount an individual student improves initial-test to final-test. We argue that an initial-test score and a final-test score, if the two tests are related to each other and to a course focus, can provide a numerical indication of a student's engagement with the goals and aims of the course and the extent to which a student was prepared to work toward those goals. Results on the distribution of individual gain for students in two-year college developmental mathematics courses and in sections of a course for pre-service elementary teachers are discussed. We detail and discuss advantages of the full distribution of individual gain, particularly for allowing statistical inference for differences, compared with Richard Hake's use of mean gain of reform classes in undergraduate physics. Other instructional benefits of using the gain statistic to examine distribution of individual student gains include: a pre-test formative assessment at beginning of instruction, providing an instructor with data for specific, targeted remediation; and planning information that informs an instructor for the effectiveness of instruction for students in that cohort.

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Section: Assessing Mathematical Growth: Individual Gain and Hake's Mean Gainmentioning

confidence: 99%

A Numerical Indicator of Student Cognitive Engagement and Mathematical Growth

McGowen¹,

Davis²

2022

INT ELECT J MATH ED

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“…Diversos estudos mostram que as habilidades do pensamento lógico têm um papel essencial na aprendizagem das ciências. Os estudantes que desenvolvem um bom pensamento lógico têm melhores resultados em tarefas de solução de problemas e apresentam melhores desempenhos no estudo nessa área do conhecimento (Capizzo, Nuzzo, Zarcone, 2006).…”

Section: Introductionunclassified

O conhecimento de futuros professores de química sobre o procedimento lógico de definir conceitos

Núñez

Silva

2020

Góndola enseñ. aprendiz. cienc.

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Apresenta-se o resultado de uma pesquisa que teve como objetivo geral caracterizar o conhecimento de futuros professores de Química sobre definir como procedimento do pensamento lógico associado a conceitos e a sua formação na educação básica. Esta baseado nas ideias da teoria Histórico Cultural de L. S. Vigotsky e alguns de seus continuadores, tal como N. F. Talizina. Trata-se de um estudo exploratório no qual foi aplicada uma Prova Pedagógica a um grupo de 46 licenciandos em Química. Os resultados evidenciaram dificuldades dos licenciandos para definir o que é um conceito científico e sobre o procedimento de definir como habilidade lógica do pensamento. Por sua vez, nenhum explicitou de forma correta as operações que, segundo a lógica, configuram o referido procedimento. Essa situação deve ser considerada na formação inicial de professores de Química, pela importância de se ensinar a ensinar a pensar os estudantes da educação básica como parte da educação científica na Química.

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The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum

Şahin

2010

European Journal of Engineering Education

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The impact of the pre-instructional cognitive profile on learning gain and final exam of physics courses: a case study

Cited by 6 publications

References 13 publications

A Numerical Indicator of Student Cognitive Engagement and Mathematical Growth

A Numerical Indicator of Student Cognitive Engagement and Mathematical Growth

O conhecimento de futuros professores de química sobre o procedimento lógico de definir conceitos

The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum

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