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|Title:||College Students’ Understandings of Pressurized Air Movement: Do Isomorphic Questions Elicit Isomorphic Answers?|
Goldman, Susan R.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Braasch, J. & Goldman, S. R. (2006). College Students’ Understandings of Pressurized Air Movement: Do Isomorphic Questions Elicit Isomorphic Answers?. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 892-893). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||College undergraduates' explanations of pressurized air movement for two everyday situations were examined. Responses were categorized into one of five categories on two isomorphic, everyday events (tire pressure, balloons). The two items elicited similar kinds of explanations in the group as a whole, and in individual students. However, the majority of responses were at the least sophisticated levels of explanation. Consistently held simple models may be particularly resistant to instruction aimed at moving thinking forward.|
|Appears in Collections:||ICLS 2006|
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