Analysing Assessments in Introductory Physics Using Semantic Gravity: Refocussing on Core Concepts and Context-Dependence

Autor/inn/en	Steenkamp, Christine M.; Rootman-le Grange, Ilse; Müller-Nedebock, Kristian K.
Titel	Analysing Assessments in Introductory Physics Using Semantic Gravity: Refocussing on Core Concepts and Context-Dependence
Quelle	In: Teaching in Higher Education, 26 (2021) 6, S.871-886 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steenkamp, Christine M.) ORCID (Rootman-le Grange, Ilse) ORCID (Müller-Nedebock, Kristian K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1692335
Schlagwörter	Science Instruction; Physics; Introductory Courses; Scientific Concepts; Concept Formation; Transfer of Training; Student Evaluation; Tests; Intervention; College Science; Undergraduate Students; Semantics; Grades (Scholastic); Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Einführungskurs; Concept learning; Begriffsbildung; Training; Transfer; Ausbildung; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen; Semantik; Notenspiegel; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The development of learning practices that enable students to transfer knowledge across contexts, is a dominant topic in Physics Education Research. Assessment is a key activity in the learning process. The purpose of this paper is to illustrate the value of analysing introductory physics assessments using the Semantics dimension of Legitimation Code Theory. We discuss the tools used to analyse the test and exam question papers of two consecutive calculus-based introductory physics modules. An analysis of past question papers over 5 years revealed various weaknesses. The outcomes of an intervention based on critical self-evaluation of question papers, using the same tools, are presented. The results indicate that the intervention increased focus on core concepts and context and supported learning that enables transfer. We argue that the use of semantic gravity to analyse assessments is a useful starting point for change in educational practices in order to support transfer. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01