Impact of the second semester University Modeling Instruction course on students’ representation choices

Abstract

Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students' use of scientific models, has made representation use a primary learning goal with explicit class time devoted to introducing and coordinating representations as part of the model building process. However, because of the semester break, the second semester course, Modeling Instruction-Electricity and Magnetism (MI-EM), contains a mixture of students who are returning from the Modeling Instruction-mechanics course (to whom we refer to as "returning students") and students who are new to Modeling Instruction with the MI-EM course (to whom we refer to as "new students").In this study, we analyze the impact of MI-EM on students' representation choices across the introductory physics content for these different groups of students by examining both what individual representations students choose and their average number of representations on a modified card-sort survey with a variety of mechanics and EM questions. Using Wilcoxon-signed-rank tests, Wilcoxon-Mann-Whitney tests, Cliff's delta effect sizes, and box plots, we compare students' representation choices from pre-to postsemester, from new and returning students, and from mechanics and EM content. We find that there is a significant difference between returning and new students' representation choices, which serves as a baseline comparison between Modeling Instruction and traditional lecture-based physics classes. We also find that returning students maintain a high representation use across the MI-EM semester, while new students see significant growth in their representation use regardless of content.

Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting

“…Due to its inquiry-laden, discourse-based approach, MI provides an ideal context for studying the range of possible student-student interactions in an introductory physics classroom [48,49]. The course combines lab and lecture components of Physics I, engaging students with hands-on, group activities in which they develop models of physical phenomena through the use of various representations (e.g., equations, graphs, diagrams or a combination thereof) [50]. Students work in small groups of three, with two small groups typically sharing a table, in order to develop representations relevant to the problem at hand.…”

Characterizing lab instructors’ self-reported learning goals to inform development of an experimental modeling skills assessment

“…In undergraduate physics contexts, we are aware of a few assessments that test some aspects of students' modeling ability [24][25][26]. Kuo et al [24] designed a pen-andpaper instrument to test students' representational competence in an introductory optics lecture course.…”

“…For example, Laverty and Caballero [23] showed that none of the four most widely used physics concept surveys target the concept of systems and system models or the practice of developing and using models. While there are a few ongoing efforts to assess some aspects of students' model-based reasoning in introductory physics lab and lecture courses [24][25][26], no modeling assessments exist for upper-division labs. To address these national priorities and needs, we are using a four-phase process to develop standardized and scalable assessments of students' experimental modeling abilities.…”

Analisis Hubungan antara Sikap Penyelesaian Soal dan Hasil Belajar Mahasiswa Calon Guru Fisika

“…Selanjutnya, sejumlah peneliti mengatakan bahwa mahasiswa yang diajar menggunakan representasi dapat meningkatkan kemampuan pemahan konsep (Haratua & Sirait, 2015;Rosengrant, Van Heuvelen, & Etkina, 2009;Savinainen, Mäkynen, Nieminen, & Viiri, 2013;Van Heuvelen & Zou, 2001). Penggunaan representasi menjadi salah satu kemampuan dalam belajar fisika dan pada saat menyelesaikan soal fisika (McPadden & Brewe, 2017). Hal ini didukung oleh penelitian Sirait, Hamdani, dan Oktavianty (2017) yang menyatakan bahwa mahasiswa harus memiliki kemampuan representasi vektor ketika menyelesaikan soal gaya.…”