Covariational reasoning and item context affect language in undergraduate mass balance written explanations

Author:

Shiroda Megan1ORCID,Doherty Jennifer H.23ORCID,Scott Emily E.4,Haudek Kevin C.15

Affiliation:

1. CREATE for STEM Institute, Michigan State University, East Lansing, Michigan, United States

2. Department of Physiology, Michigan State University, East Lansing, Michigan, United States

3. Lyman Briggs College, Michigan State University, East Lansing, Michigan, United States

4. Department of Biology, University of Washington, Seattle, Washington, United States

5. Department of Biochemistry and Molecular Biology, Michigan State University, East Lansing, Michigan, United States

Abstract

This article builds on the work of Scott et al. (Scott EE, Cerchiara J, McFarland JL, Wenderoth MP, Doherty JH. J Res Sci Teach 1: 37, 2023) and Shiroda et al. (Shiroda M, Fleming MP, Haudek KC. Front Educ 8: 989836, 2023) 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.

Funder

National Science Foundation

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

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