Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability

By Vincent P. Coletta, Jeffrey A. Phillips. 2005

285 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e89e4cdb6a3c76a345ffef669f18e052504029a4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Margot Vigeant
2. Katharyn Nottis
3. Michael J. Prince

In Education

1. Nathaniel Lasry
2. Jessica Watkins
3. Margot Vigeant
4. E. Mazur
5. Katharyn Nottis
6. Michael J. Prince
7. Robert Talbert
8. Michael M. Grant

Citations in the corpus

• Development of the Heat and Energy Concept Inventory: Preliminary Results on the Prevalence and Persistence of Engineering Students' Misconceptions (2012, methodology): “Looking at normalized gains as a measure of improvement, as is done in much of the conceptual change literature (Bao, 2006; Coletta & Phillips, 2005; Hake, 1998; Luera, Otto, & Zitzewitz, 2006), the overall instrument shows a normalized gain of only 10%.”
• Peer instruction: From Harvard to the two-year college (2008, background): “[8, 9] At the community college level, research has also shown a relationship between scientific reasoning and FCI gains, in addition to a positive correlation between pre-instruction FCI scores and gains.”