@misc{Bertram2017Effect,
  abstract = {{Students' learning orientation, as applied towards learning problem solving,
may be differentiated into learning a problem solving framework for its own
sake, learning for the sake of doing well in the course, and non-goal-related
considerations. In previous work, the role of learning orientation in student
performance on a metacognitive problem solving exercise appeared to have some
correlation with choice of major within life sciences, gains in conceptual
understanding and attitudes towards problem solving skills. We examine a larger
data set, taken from fourteen laboratory sections over six semesters of an
introductory algebra-based physics course at the University of Central
Arkansas, in which students worked on the problem solving exercise with their
laboratory partners prior to a conceptually related laboratory exercise. We
discuss the implications of analysis of the larger data set, in consideration
of two arguably different IPLS-like populations.}},
  added-at = {2019-02-23T22:09:48.000+0100},
  archiveprefix = {arXiv},
  author = {Bertram, Charles A. and Mason, Andrew J.},
  biburl = {https://www.bibsonomy.org/bibtex/2533d51647d48d0af88cbb5fa0eb0d711/cmcneile},
  citeulike-article-id = {14486186},
  citeulike-linkout-0 = {http://arxiv.org/abs/1711.10572},
  citeulike-linkout-1 = {http://arxiv.org/pdf/1711.10572},
  day = 28,
  eprint = {1711.10572},
  interhash = {4221cbe78f3a0fb4c8174036ed966d9d},
  intrahash = {533d51647d48d0af88cbb5fa0eb0d711},
  keywords = {teaching},
  month = nov,
  posted-at = {2017-11-30 08:25:28},
  priority = {2},
  timestamp = {2019-02-23T22:15:27.000+0100},
  title = {{The Effect of Students' Learning Orientations on Performance in Problem Solving Pedagogical Implementations}},
  url = {http://arxiv.org/abs/1711.10572},
  year = 2017
}

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