Development and Evaluation of a Large-Enrollment, Active-Learning Physics Curriculum

Price, Edward; Goldberg, Fred; Robinson, Stephen J.; Harlow, Danielle B.; McKean, Michael; Keene, Steven; Czarnocki, Kornel

doi:10.1119/perc.2013.pr.059

Cited by 1 publication

(3 citation statements)

References 6 publications

(9 reference statements)

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“…First, while the LEP and PET curricula cover very similar topics and were designed using the same research-based pedagogical principles, the format of two curricula are different [27,30]. Second, the frequency and intensity of explanation tasks is also different.…”

Section: Discussionmentioning

confidence: 99%

“…The context for the present study is a one-semester, inquiry-based, conceptual curriculum intended for preservice elementary teachers and other nonscience majors, which we call learning physics (LEP) [27]. LEP is suitable for classes with large enrollments or lecture-style rooms.…”

Section: Instructional Context-the Learning Physics Curriculummentioning

confidence: 99%

“…As a comparison group, the written explanation and content knowledge assessment was also administered to students in 14 PET classes at five other colleges or universities; the results are described in Ref. [27]. Near the end of the Spring 2012 semester, semistructured interviews were conducted with six students (two each with high, middle, and low quiz grades) to gain insight into their experience with the CPR system.…”

Section: A Study Designmentioning

confidence: 99%

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Validity of peer grading using Calibrated Peer Review in a guided-inquiry, conceptual physics course

Price

Goldberg

Robinson

et al. 2016

Phys. Rev. Phys. Educ. Res.

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Constructing and evaluating explanations are important science practices, but in large classes it can be difficult to effectively engage students in these practices and provide feedback. Peer review and grading are scalable instructional approaches that address these concerns, but which raise questions about the validity of the peer grading process. Calibrated Peer Review (CPR) is a web-based system that scaffolds peer evaluation through a "calibration" process where students evaluate sample responses and receive feedback on their evaluations before evaluating their peers. Guided by an activity theory framework, we developed, implemented, and evaluated CPR-based tasks in guided-inquiry, conceptual physics courses for future teachers and general education students. The tasks were developed through iterative testing and revision. Effective tasks had specific and directed prompts and evaluation instructions. Using these tasks, over 350 students at three universities constructed explanations or analyzed physical phenomena, and evaluated their peers' work. By independently assessing students' responses, we evaluated the CPR calibration process and compared students' peer reviews with expert evaluations. On the tasks analyzed, peer scores were equivalent to our independent evaluations. On a written explanation item included on the final exam, students in the courses using CPR outperformed students in similar courses using traditional writing assignments without a peer evaluation element. Our research demonstrates that CPR can be an effective way to explicitly include the science practices of constructing and evaluating explanations into large classes without placing a significant burden on the instructor.

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Section: Discussionmentioning

confidence: 99%

Section: Instructional Context-the Learning Physics Curriculummentioning

confidence: 99%

Section: A Study Designmentioning

confidence: 99%

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