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You searched for subject:(Multiple response CUE). Showing records 1 – 2 of 2 total matches.

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University of Colorado

1. Wilcox, Bethany Rae. New Tools for Investigating Student Learning in Upper-division Electrostatics.

Degree: PhD, Physics, 2015, University of Colorado

Student learning in upper-division physics courses is a growing area of research in the field of Physics Education. Developing effective new curricular materials and pedagogical techniques to improve student learning in upper-division courses requires knowledge of both what material students struggle with and what curricular approaches help to overcome these struggles. To facilitate the course transformation process for one specific content area  – upper-division electrostatics  – this thesis presents two new methodological tools: (1) an analytical framework designed to investigate students' struggles with the advanced physics content and mathematically sophisticated tools/techniques required at the junior and senior level, and (2) a new multiple-response conceptual assessment designed to measure student learning and assess the effectiveness of different curricular approaches. We first describe the development and theoretical grounding of a new analytical framework designed to characterize how students use mathematical tools and techniques during physics problem solving. We apply this framework to investigate student difficulties with three specific mathematical tools used in upper-division electrostatics: multivariable integration in the context of Coulomb's law, the Dirac delta function in the context of expressing volume charge densities, and separation of variables as a technique to solve Laplace's equation. We find a number of common themes in students' difficulties around these mathematical tools including: recognizing when a particular mathematical tool is appropriate for a given physics problem, mapping between the specific physical context and the formal mathematical structures, and reflecting spontaneously on the solution to a physics problem to gain physical insight or ensure consistency with expected results. We then describe the development of a novel, multiple-response version of an existing conceptual assessment in upper-division electrostatics courses. The goal of this new version is to provide an easily-graded electrostatics assessment that can potentially be implemented to investigate student learning on a large scale. We show that student performance on the new multiple-response version exhibits a significant degree of consistency with performance on the free-response version, and that it continues to provide significant insight into student reasoning and student difficulties. Moreover, we demonstrate that the new assessment is both valid and reliable using data from upper-division physics students at multiple institutions. Overall, the work described in this thesis represents a significant contribution to the methodological tools available to researchers and instructors interested in improving student learning at the upper-division level. Advisors/Committee Members: Steven J. Pollock, Noah Finkelstein, Heather Lewandowski, Paul Beale, Eric Stade.

Subjects/Keywords: ACER Framework; Assessment development; Mathematics; Multiple-response CUE; Physics Education; Student learning; Higher Education; Physics; Science and Mathematics Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wilcox, B. R. (2015). New Tools for Investigating Student Learning in Upper-division Electrostatics. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/phys_gradetds/135

Chicago Manual of Style (16th Edition):

Wilcox, Bethany Rae. “New Tools for Investigating Student Learning in Upper-division Electrostatics.” 2015. Doctoral Dissertation, University of Colorado. Accessed December 03, 2020. https://scholar.colorado.edu/phys_gradetds/135.

MLA Handbook (7th Edition):

Wilcox, Bethany Rae. “New Tools for Investigating Student Learning in Upper-division Electrostatics.” 2015. Web. 03 Dec 2020.

Vancouver:

Wilcox BR. New Tools for Investigating Student Learning in Upper-division Electrostatics. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Dec 03]. Available from: https://scholar.colorado.edu/phys_gradetds/135.

Council of Science Editors:

Wilcox BR. New Tools for Investigating Student Learning in Upper-division Electrostatics. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/phys_gradetds/135

2. Joo, Jaewoo. Asking about and Predicting Consumer Preference: Implications for New Product Development.

Degree: 2012, University of Toronto

Designers do not merely develop concepts; they are increasingly involved in testing product concepts and learning consumer preference. However, designers’ decision making processes in these tasks have been little studied. In the two essays, I apply decision making frameworks to concept testing and preference learning to study consumer’s and designer’s biases. In my first essay, I study consumer bias in concept testing. When consumers test new products, they are often asked to choose which product they prefer. However, a choice question can elicit biased preference because consumers simply choose the product that is superior on the attribute serving their purchase purpose. My studies show that when consumers are asked to predict which product they will enjoy more, they are more likely to prefer the product that actually reflects their consumption utility. These findings suggest that making trade-offs is avoided in the choice question, but is encouraged in the enjoyment prediction question. Thus, a simple change of question format, in otherwise identical product comparisons, elicits different answers. This holds true when product attributes are easy to evaluate; when product attributes are hard to evaluate, changing question format does not affect consumer choice. My second essay examines designer bias in preference learning. When designers predict consumer preference for a product, they often base their predictions on consumer preference for similar products. However, this categorization-based strategy can result in biased predictions because categorical similarity is not diagnostic for preference prediction. I conducted two studies by applying a Multiple Cue Probability Learning experiment to a designer’s prediction task. I found that when subjects used a sequential learning strategy, making a sequence of predictions and receiving feedback, they increased prediction accuracy by 14% on average. When they made predictions with multiple sets, with a break between each set during which they reflected on what they had learned, their prediction accuracy further improved by 7% on average. In sum, I demonstrate bias and propose approaches to avoid them in two design tasks. My two essays show that the decision making frameworks are crucial in understanding and improving the successful outcome of the design process.

PhD

Advisors/Committee Members: Soman, Dilip, Management.

Subjects/Keywords: design; new product development; concept testing; conjoint analysis; response mode effect; preference construction; decision strategy; preference learning; diagnosticity; Multiple Cue Probability Learning; 0338; 0633; 0389

…and Herma 1951). I applied a typical Multiple Cue Probability Learning experiment to a… …QUESTION MODE AND RESPONSE MODE… …10 Figure 2 PERCENTAGE OF CONJOINT STUDIES AS A FUNCTION OF CONJOINT OUTCOME AND RESPONSE… …in prediction accuracy, they should make predictions with multiple data sets (Brunswik… …predictions in multiple sets, with a break between each set during which they reflected on what they… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Joo, J. (2012). Asking about and Predicting Consumer Preference: Implications for New Product Development. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35731

Chicago Manual of Style (16th Edition):

Joo, Jaewoo. “Asking about and Predicting Consumer Preference: Implications for New Product Development.” 2012. Doctoral Dissertation, University of Toronto. Accessed December 03, 2020. http://hdl.handle.net/1807/35731.

MLA Handbook (7th Edition):

Joo, Jaewoo. “Asking about and Predicting Consumer Preference: Implications for New Product Development.” 2012. Web. 03 Dec 2020.

Vancouver:

Joo J. Asking about and Predicting Consumer Preference: Implications for New Product Development. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Dec 03]. Available from: http://hdl.handle.net/1807/35731.

Council of Science Editors:

Joo J. Asking about and Predicting Consumer Preference: Implications for New Product Development. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/35731

.