Evaluating Introductory Physics Classes In Light Of The Abet Criteria: An Example From The Scale Up Project

Abstract

The Student-Centered Activities for Large Enrollment University Physics (SCALE-UP) project at North Carolina State University (NCSU) is developing a curriculum to promote learning through in-class group activities in introductory physics classes up to 100 students. We are currently in Phase II of the project using a specially designed multimedia classroom for 54 students to teach the introductory physics course for engineering majors. This is an intermediate step to the full SCALE-UP classes (99 students) that will be taught in Fall 2000 when the larger classroom is completed. Both classrooms are designed to encourage students to work in groups of three, provide each group with to a laptop computer that has access to the Internet, and allow instructors to interact with each student group. Traditional lecture and laboratory are replaced with an integrated approach using active-learning cooperative group activities. The project is investigating several aspects of instruction including classroom design, classroom management, and curriculum materials. The curriculum materials include adaptation of researchbased/informed activities from the literature to the SCALE-UP classroom and development of new activities. This talk will focus on the evaluation of the project, in particular, evaluating whether students are achieving the learning objectives for the curriculum. Several of the course learning objectives overlap the ABET 2000 criteria including: learning to work well in groups (teamwork), communicating effectively, being able to apply knowledge of mathematics and physics to new situations, and conducting, analyzing and interpreting experiments in addition to building a functional understanding of the course content. Evaluation methods of the SCALE-UP classes taught during the 1998-2000 school years include concept tests, individual and group exams, peer evaluation, and focus group interviews. The results show that students are building a better understanding of the main physics concepts, are more successful at solving problems, and are generally on-task and communicating well during group activities.

Recent advances in classroom physics

“…This research [208][209][210][211][212][213][214][215][216] and the research discussed in indicate that students taught by courses, curricula and methods that incorporate the results of research in physics learning, have a better conceptual understanding of physics and that their ability to solve quantitative problems is at least as good as students taught traditionally. This assessment is ongoing and is being continually evaluated [217][218][219][220][221][222][223].…”

Utilizing Pen-Based Wireless Devices in Physics Classrooms

“…At RHIT, the Physics Department was the first to incorporate the "studio" style of teaching in the Spring Quarter of 1997-98. This teaching concept was introduced earlier by Professor Jack Wilson 6 at Rensselaer Polytechnic Institute (RPI) and has since been implemented in many institutions [6][7][8][9][10] . In this format, the teacher spends less time at the blackboard, and the lectures are broken up by miniexperiments.…”