Penn State University - Berks Campus - Reading, Pennsylvania
October 6, 2017
October 6, 2017
October 7, 2017
Mid-Atlantic Section Fall Conference
The discussion section of a student’s of lab report have been assessed with the Mayring methodology and associated software for qualitative content analysis. An example of the categorization and coding procedure is discussed via a lab example of energy conversion from potential to kinetic. The software results were tabulated using the Torrance Creativity Test criteria to evaluate qualitative content in terms of critical thinking and creativity. Furthermore the Torrance scores were used as inputs into a causative structure model to assess “Learning with Intent”, together with “Critical Thinking” manifested in calculation tasks. Although the Intent Aptitude assessment model would require more data collection to confine the loading value of the Critical Thinking Aptitude onto Intent Aptitude, the combination of Mayring methodology and Torrance Creativity Test has been shown to be a working platform for assessing the writing content qualitatively in introductory physics for engineering and technology students.
Cheung, T., & Dehipawala, S., & Shekoyan, V., & Tremberger, G., & Riegel, K. A. (2017, October), Qualitative content analysis of lab report discussion in introductory physics for engineering and technology students Paper presented at 2017 Mid-Atlantic Section Fall Conference, Penn State University - Berks Campus - Reading, Pennsylvania. https://peer.asee.org/29388
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