Cultural differences in answering physics questions: Could they arise from the difference between reasoning expected in answering exam questions in those cultures?

Abstract

In many ways, the American learning system is unique in its reliance on testing using multiple-choice questions. Learning in physics, as well as in any other subject, is a context-dependent process. In this paper, I consider a broader problem of where differences in understanding arise; often styles of answering questions arise from the way the questions are posed. I speculate on the long-run effects a multiple-choice based learning system might have on the reasoning structure of the student compared to one based on more open-ended questions. I present some differences in answer styles observed between two populations of students, US students (mostly exposed to multiple-choice type exams), and Romanian students (mostly exposed to open-end type exams). Finally, I suggest some possible ways of checking whether my predictions have any validity.