[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.tex

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Tue, 17 May 2005 20:30:06 -0000

www		Tue May 17 16:30:06 2005 EDT

  Modified files:              
    /modules/gerd/roleclicker	description.tex 
  Yeah, 15 pages.
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.54 modules/gerd/roleclicker/description.tex:1.55
--- modules/gerd/roleclicker/description.tex:1.54	Tue May 17 16:25:53 2005
+++ modules/gerd/roleclicker/description.tex	Tue May 17 16:30:05 2005
@@ -240,8 +240,8 @@
 \caption{\label{fig:gradecorrel}Prominance of discussion superclasses by student grade (left panel) and question difficulty (right panel).}
-\item[Student Course Grade] -
+{\bf Student Course Grade:}
 Significant differences as a function of course grade appeared when considering the classes of discussions (subsection~\ref{subsec:disccat}). 
 shows the outcome of this study by discussion superclass. As an example, the figure is to be interpreted this way: within the indicated errors, 
@@ -251,7 +251,8 @@
 physics-related discussions are positively correlated with success in the course, while solution-oriented discussion contributions are strongly negatively correlated.
 While cause and effect may be arguable, in this project, 
 particular attention needs to be paid to question properties that elicit either the desirable or undesirable discussion patterns.
-\item[Influence of Question Types] -
+{\bf Influence of Question Types:}
 Different question types were found to result in different associated discussion patterns. Discussions on a procedural level are more prominent for numerical problems than for any other problem type. Solution-oriented discussions are more prominent for multiple-choice style questions, frequently in an effort to short-circuit the conceptual reasoning: it was found that students in this simple question type use the discussion space to reverse-engineer the randomization process by copying-and-pasting the their correct solutions (see the surface-level solution-oriented example in Table~\ref{table:examples}).
 The prominance of conceptual discussions is significantly lower in single-response multiple-choice (the type currently used in peer-instruction) 
@@ -265,11 +266,11 @@
 Differences between ``conventional'' and representation-translation problems were small, while Kashy~\cite{kashyd01} found significant differences, and McDermott~\cite{mcdermott} and Beichner~\cite{beichner} pointed out the significance of the translation step. It should be noted that the earlier study~\cite{kashyd01} dealt with a relatively small set of
 representation-translation problems, some of which involved non-static time-evolving simulations as data-source, while in~\cite{discpaper}, none of the simulation-based problems 
 were assigned. Within this project, we aim to deploy Physlets~\cite{physlets} in the classroom, and expect statistically more significant data regarding their impact.
-\item[Influence of Question Difficulty] The right panel of Fig.~\ref{fig:gradecorrel} shows the prominance of different discussion contributions as a function of question 
+{\bf Influence of Question Difficulty:} The right panel of Fig.~\ref{fig:gradecorrel} shows the prominance of different discussion contributions as a function of question 
 difficulty. Very easy problems can elicit a high level conceptual discussions,
 and so can problems of mid-range difficulty. As problems become more difficult, there is no significant gain in conceptual discussions.
 Student helpers will be trained and assigned to student groups during lecture to document the discussions using the coding scheme described in subsection~\ref{subsec:disccat}. They will be provided with worksheets to quickly tabulate contributions. Results will be stored in conjunction with the statistical data gathered from each question. Analysis will be carried out as described in \ref{prevdiscrev}.