Modeling Students' Performances in Physics Assessment Tasks Using Epistemic Network Analysis

• In Event: AERA Poster Session 2
  In Poster Session: Benefits of Technology in Facilitating Mixed and Multi-Method Research (San Diego)

Abstract

This study explores a novel way of visualizing one important aspect of science learning--making connections between school science concepts and everyday experiences. Employing an innovative quantitative ethnographic tool, Epistemic Network Analysis (ENA), we analyzed 57 high school students' written responses to performance assessment tasks designed to engage students in meaningful physics learning. The analysis revealed patterns and strengths of connections that students generated. There were significant differences between male and female high school students in patterns of connections that they generated. The affordances of this innovative tool in systemically analyzing complex thinking using qualitative responses are discussed.

Authors

• Hamideh Talafian, University of Illinois at Urbana-Champaign

• Hosun Kang, University of California - Irvine