Abstract
Elaborative Interrogation, which has students read a passage from the text and respond to the prompt "Why is this true?" for a sentence from the passage, was employed in an introductory college physics course. We report initial results with regard to student accuracy and depth of reasoning, and detail the effect of sentence type on student responses. We also report the results of a reading survey that addressed students' reading habits during the course.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1501-1502 |
| Number of pages | 2 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | January |
| State | Published - 2014 |
| Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: Jun 23 2014 → Jun 27 2014 |
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education