Teaching Physics with the Physics Suite (original) (raw)

The effect of interactive lecture experiments on student academic achievement and attitudes towards physics

Canadian Journal of Physics, 2009

This paper examines the effects of computer-based Interactive Lecture Experiments (ILEs) in a large introductory physics course on student academic achievement and attitudes towards physics. ILEs build on interactive lecture demonstrations by requiring students to analyze data during and after lecture demonstrations. Academic achievement was measured using the Force Concept Inventory (FCI) and final examinations' grades; and student attitudes were measured using a Colorado Learning Attitudes about Science Survey (CLASS). FCI results showed a general positive shift (about average for an interactive course) but could not detect improvements in student understanding of specific topics addressed by ILEs. However, open-ended questions on the final exam showed differences between sections on topics that were addressed by ILEs. Attitude survey results showed a negative shift in student attitudes over the semester, which is a typical result for an introductory physics course. This finding suggests that ILE pedagogy alone is insufficient to significantly improve student attitudes toward science. The study also revealed possible improvements to implementing ILEs such as working in groups, ongoing feedback for students, and linking assessment to pedagogical practices. PACS Nos: 01.40.gb, 01.40.Ha Résumé : Nous examinons ici les effets d'une Expérience de Cours Interactif avec ordinateur (ILEs) sur les résultats académiques et l'attitude envers la physique d'un grand groupe d'étudiants qui suivent un cours d'introduction à la physique. ILE utilise des démonstrations interactives en classe et requiert que les étudiants analysent les données pendant et après la classe. Nous avons mesuré la performance académique en utilisant une technique connue sous le nom de « Force Concept Inventory » (FCI) ou Fonds des Concepts de Force (comment les étudiants conçoivent, visualisent la force mécanique) et sur les résultat de l'examen final. L'attitude des étudiants a été mesurée en utilisant l'outil CLASS développé au Colorado. Les résultats FCI ont montré un déplacement général positif (normal pour un cours interactif), mais n'ont détecté aucune amélioration dans la compréhension que les étudiants ont des différents sujets discutés dans les cours avec pédagogie ILEs. Cependant, les questions ouvertes dans l'examen final ont montré des différences entre les différentes sections pour les sujets étudiés par ILEs. L'analyse des attitudes a montré un déplacement négatif dans les attitudes des étudiants sur la durée de la session, un résultat typique pour un cours d'introduction en physique. Ces résultats indiquent que la pédagogie ILE à elle seule est incapable d'améliorer significativement l'attitude des étudiants envers la science. L'étude révèle également des pistes pour une amélioration possible de ILE, comme le travail en groupe, la contre-réaction en continu et un meilleur lien entre l'évaluation et les pratiques pédagogiques.

New Physics Teaching and Assessment: Laboratory and Technology-Enhanced Active Learning

Active learning, which integrates experimental work, plays an important role in helping students create cognitive links between the world of mathematics and that of physics. We believe that teachers and students need to incorporate active learning, hands-on activities, and visualizations in the teaching and learning of scientific phenomena and processes, especially when dealing with abstract concepts such as electromagnetism.

Changing student ways of knowing: What should our students learn in a physics class

2005

Over the past twenty-five years, educational research on introductory university physics classes has demonstrated that student learning is often significantly less than we hope and expect. Specific conceptual difficulties have been identified in a wide variety of topics. Research-based curricula designed to improve student conceptual learning can yield substantial gains over traditional instruction.

Secondary analysis of teaching methods in introductory physics: A 50 k-student study

American Journal of Physics, 2016

The Physics Education Research Section (PERS) publishes articles describing important results from the field of physics education research. Manuscripts should be submitted using the web-based system that can be accessed via the American Journal of Physics home page, http://ajp.dickinson.edu, and will be forwarded to the PERS editor for consideration.

Investigating the Effectiveness of the Tutorials in Introductory Physics in Multiple Instructional Settings

Physical Review Special Topics Physics Education Research, 2011

This paper examines the educational impact of the implementation of the tutorial activity ``Changes in Energy and Momentum'' from The Tutorials in Introductory Physics in five different instructional settings. These settings include (1) a completely computer-based learning environment and (2) use of cooperative learning groups with varying levels of instructor support. Pre- and post-tests provide evidence that a computer-based implementation falls significantly short of classroom implementations which involve both collaborative learning groups and interactions with a teaching assistance. Other findings provide insight into the importance of certain elements of instructor training and the appropriate use of the tutorial as an initial introduction to a new concept.

New Models of Physics Instruction Based on Physics Education Research

2000

Abstract: During the past 15 years, physics education research has revealed many surprising things about the difficulties introductory physics students have in learning physics. At the same time, the ongoing revolution in information technology has led to new tools for creating innovative educational environments. In response to these two developments, a wide variety of new models of physics instruction are beginning to appear. This paper reviews some of the findings of physics education research, putting them into the context ...

Tutorials in Introductory Physics: The Pain and the Gain

In an introductory physics sequence with a large enrollment of premedical students, traditional recitation sessions were replaced by Tutorials in Introductory Physics, developed by the Physics Education Group at the University of Washington. Initially, summative test scores (as well as FCI scores) dramatically increased, but so did student complaints and workload. Both effects decreased over time. The paper discusses issues that instructors should consider when contemplating implementation of the tutorials.

Oersted Medal Lecture 2001:“Physics Education Research—The Key to Student Learning”

American Journal of Physics, 2001

Research on the learning and teaching of physics is essential for cumulative improvement in physics instruction. Pursuing this goal through systematic research is efficient and greatly increases the likelihood that innovations will be effective beyond a particular instructor or institutional setting. The perspective taken is that teaching is a science as well as an art. Research conducted by physicists who are actively engaged in teaching can be the key to setting high ͑yet realistic͒ standards, to helping students meet expectations, and to assessing the extent to which real learning takes place.