Model Analysis: Assessing the dynamics of student learning

Details Model Analysis: Assessing the dynamics of student learning Model Analysis: Assessing the dynamics of student learning

2002-07-17

arxiv.org/abs/physics/0207069v1

Physics

Physics Education

25 pages, submitted to Cognition and Instruction, March 2001

Scientific paper

In this paper we present a method of modeling and analysis that permits the extraction and quantitative display of detailed information about the effects of instruction on a class's knowledge. The method relies on a congitive model that represents student thinking in terms of mental models. Students frequently fail to recognize relevant conditions that lead to appropriate uses of their models. As a result they can use multiple models inconsistently. Once the most common mental models have been determined by qualitative research, they can be mapping onto a multiple choice test. Model analysis permits the interpretation of such a situation. We illustrate the use of our method by analyzing results from the FCI.

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