Computer Science – Learning
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20920918a&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #209.18; Bulletin of the American Astronomical Society,
Computer Science
Learning
Scientific paper
PER community uses to apply validated tests before and after instruction in order to assess learning of some physics concepts. The Hake's gain coefficient obtained from these tests and the concentration factor of incorrect models form a useful couple of methods that permit to assess the instruction (1). These methods should be also useful in the study of retention of concepts. In our institution, studied concepts are evaluated at least twice a semester: after instruction by giving a middle term test, and at the end of the course with an integral examination. In this work we applied these methods to assess an introductory module of a remedial course designed for engineering students in order to evaluate the retention of concepts of the course. We verified that there are some concepts and skills which are strengthened since an important gain coefficient was obtained, while others are forgotten or unlearned. We also investigated the way that this variation depends on the type of instruction.
(1) H. Alarcón and G. Zavala, Announcer 35, 65-66 (2006).
Alarcon Hugo
Velarde-Magana J. J.
Zavala Genaro
No associations
LandOfFree
Concepts Retention and Its Dependence on the Type of Instruction does not yet have a rating. At this time, there are no reviews or comments for this scientific paper.
If you have personal experience with Concepts Retention and Its Dependence on the Type of Instruction, we encourage you to share that experience with our LandOfFree.com community. Your opinion is very important and Concepts Retention and Its Dependence on the Type of Instruction will most certainly appreciate the feedback.
Profile ID: LFWR-SCP-O-1163798