Applicability of the Newtonian gravity concept inventory to introductory college physics classes

Persistent Link:
http://hdl.handle.net/10150/616996
Title:
Applicability of the Newtonian gravity concept inventory to introductory college physics classes
Author:
Williamson, Kathryn; Prather, Edward E.; Willoughby, Shannon
Affiliation:
Univ Arizona, Steward Observ, Ctr Astron Educ
Issue Date:
2016-06
Publisher:
AMER ASSOC PHYSICS TEACHERS
Citation:
Applicability of the Newtonian gravity concept inventory to introductory college physics classes 2016, 84 (6):458 American Journal of Physics
Journal:
American Journal of Physics
Rights:
© 2016 American Association of Physics Teachers
Collection Information:
This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
Abstract:
The study described here extends the applicability of the Newtonian Gravity Concept Inventory (NGCI) to college algebra-based physics classes, beyond the general education astronomy courses for which it was originally developed. The four conceptual domains probed by the NGCI (Directionality, Force Law, Independence of Other Forces, and Threshold) are well suited for investigating students' reasoning about gravity in both populations, making the NGCI a highly versatile instrument. Classical test theory statistical analysis with physics student responses pre-instruction (N = 1,392) and post-instruction (N = 929) from eight colleges and universities across the United States indicate that the NGCI is composed of items with appropriate difficulty and discrimination and is reliable for this population. Also, expert review and student interviews support the NGCI's validity for the physics population. Emergent similarities and differences in how physics students reason about gravity compared to astronomy students are discussed, as well as future directions for analyzing the instrument's item parameters across both populations. (C) 2016 American Association of Physics Teachers.
Note:
Deposit the VOR in a repository in compliance with university or funder requirements 12 months after publication by AIP Publishing.
ISSN:
0002-9505; 1943-2909
DOI:
10.1119/1.4945347
Version:
Final published version
Additional Links:
http://scitation.aip.org/content/aapt/journal/ajp/84/6/10.1119/1.4945347

Full metadata record

DC FieldValue Language
dc.contributor.authorWilliamson, Kathrynen
dc.contributor.authorPrather, Edward E.en
dc.contributor.authorWilloughby, Shannonen
dc.date.accessioned2016-07-15T00:53:05Z-
dc.date.available2016-07-15T00:53:05Z-
dc.date.issued2016-06-
dc.identifier.citationApplicability of the Newtonian gravity concept inventory to introductory college physics classes 2016, 84 (6):458 American Journal of Physicsen
dc.identifier.issn0002-9505-
dc.identifier.issn1943-2909-
dc.identifier.doi10.1119/1.4945347-
dc.identifier.urihttp://hdl.handle.net/10150/616996-
dc.description.abstractThe study described here extends the applicability of the Newtonian Gravity Concept Inventory (NGCI) to college algebra-based physics classes, beyond the general education astronomy courses for which it was originally developed. The four conceptual domains probed by the NGCI (Directionality, Force Law, Independence of Other Forces, and Threshold) are well suited for investigating students' reasoning about gravity in both populations, making the NGCI a highly versatile instrument. Classical test theory statistical analysis with physics student responses pre-instruction (N = 1,392) and post-instruction (N = 929) from eight colleges and universities across the United States indicate that the NGCI is composed of items with appropriate difficulty and discrimination and is reliable for this population. Also, expert review and student interviews support the NGCI's validity for the physics population. Emergent similarities and differences in how physics students reason about gravity compared to astronomy students are discussed, as well as future directions for analyzing the instrument's item parameters across both populations. (C) 2016 American Association of Physics Teachers.en
dc.language.isoenen
dc.publisherAMER ASSOC PHYSICS TEACHERSen
dc.relation.urlhttp://scitation.aip.org/content/aapt/journal/ajp/84/6/10.1119/1.4945347en
dc.rights© 2016 American Association of Physics Teachersen
dc.titleApplicability of the Newtonian gravity concept inventory to introductory college physics classesen
dc.typeArticleen
dc.contributor.departmentUniv Arizona, Steward Observ, Ctr Astron Educen
dc.identifier.journalAmerican Journal of Physicsen
dc.description.noteDeposit the VOR in a repository in compliance with university or funder requirements 12 months after publication by AIP Publishing.en
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en
dc.eprint.versionFinal published versionen
dc.contributor.institutionWest Virginia University, Morgantown, West Virginia 26501-
dc.contributor.institutionCenter for Astronomy Education (CAE), Steward Observatory, University of Arizona, Tucson, Arizona 85721-
dc.contributor.institutionMontana State University, Bozeman, Montana 59717-
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