Reasoning Level and Item Context Affect Student Language

In this new episode of The APS Publications Podcast, we spotlight Dr. Megan Shiroda (CREATE for STEM, Michigan State University) about Education Research by Shiroda et al. published in the Call for Papers on Physiology Core Concepts. This article builds on previous research to quantitatively examine student language in written explanations of mass balance across six contexts using constructed response assessments. These results present an evaluation of student mass balance language and provide researchers and practitioners with tools to assist students in constructing scientific mass balance reasoning explanations. Listen to find out more.

 

Megan Shiroda, Jennifer H. Doherty, Emily E. Scott, and Kevin C. Haudek Covariational reasoning and item context affect language in undergraduate mass balance written explanations Advances in Physiology Education, published September 25, 2023. DOI: doi.org/10.1152/advan.00156.2022