Rosemary S. Russ
University of Wisconsin-Madison
Publications 46
Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments may provide information about what faculty and/or researchers think it means to know and do physics, i.e. their epistemologies. Using data from students completing assessment questions during one-on-one think aloud interviews, we explore how assessment features...
#1Rosemary S. Russ (UW: University of Wisconsin-Madison)H-Index: 10
#2Leema K. Berland (UW: University of Wisconsin-Madison)H-Index: 12
A central goal of science education reform is for students to participate in scientific sense making rather than to merely acquire science facts. However, even in classrooms utilizing reform-based ...
#1Tor Ole B. Odden (UW: University of Wisconsin-Madison)H-Index: 1
#2Rosemary S. Russ (UW: University of Wisconsin-Madison)H-Index: 10
ABSTRACTCurrent science education reforms highlight the importance of students making sense of scientific ideas. While research has studied how to support sensemaking in classrooms, we still know very little about what drives students to pursue and persist in it on their own. In this article, we use a set of parallel case studies of undergraduate students discussing introductory physics to show how certain student-generated, vexing questions both initiate and sustain students' sensemaking proces...
#1Katalin Dósa (UW: University of Wisconsin-Madison)H-Index: 2
#2Rosemary S. Russ (UW: University of Wisconsin-Madison)H-Index: 10
AbstractPopular media often reports on the carbon footprint of certain activities, items or people. We were curious to explore how people make sense of these news pieces, and specifically, whether and how carbon literacy (CL) and quantitative literacy (QL) influences their reasoning. We interviewed and surveyed students of various backgrounds using simulated news pieces of three carbon footprints: that of Facebook, that of the US dairy industry, and that of the US chocolate industry. We found th...
Many physics instructors aim to support student sensemaking in their classrooms. However, this can be challenging since instances of sensemaking tend to be short-lived, with students often defaulting to approaches based on answer-making or rote mathematical manipulation. In this study, we present evidence that specific recurring questions can serve a key role in the sensemaking process. Using a case-study of two students discussing an E&M thought experiment, we show how students' entry into sens...
#1Lonie R. Salkowski (UW: University of Wisconsin-Madison)H-Index: 6
#2Rosemary S. Russ (UW: University of Wisconsin-Madison)H-Index: 10
The ability to correlate anatomical knowledge and medical imaging is crucial to radiology and as such, should be a critical component of medical education. However, we are hindered in our ability to teach this skill because we know very little about what expert practice looks like, and even less about novices’ understanding. Using a unique simulation tool, this research conducted cognitive clinical interviews with experts and novices to explore differences in how they engage in this correlation ...