Abstract
This is part of a broader investigation, describes the sense-making episodes of student’s engagement with a task in DC circuits. We investigated the variation of student responses using an open DC circuit. The instrument, ACQ, consisted of 8 questions, each comprised of forced choice responses and free written responses. The forced choice responses showed that the student responses are context dependent and the free written responses identified the reasons and foothold ideas behind these variations at a fine-grained level. The results of personal interviews suggest that, student’s sense-making attempt is the driving force behind the contextual variations in their responses. We present such an episode from one of the eight interviews.
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