Sample class on Tutorials in Introductory Physics

McDermott, Lillian C.; Vokos, Stamatis; Shaffer, Peter S.

doi:10.1063/1.53118

Cited by 174 publications

(260 citation statements)

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“…[38]-that have been empirically shown to improve student learning in many of the problem areas identified above. Examples include Peer Instruction [19,39], Interactive Lecture Demonstrations [11], Tutorials in Introductory Physics [32], Cooperative Group Problem Solving [7,8,40], and Workshop Physics [36,37]. The developers of these curricula most commonly disseminate their work through talks, workshops, and publications.…”

Section: Introductionmentioning

confidence: 99%

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Henderson

Dancy

Niewiadomska-Bugaj

2012

Phys. Rev. ST Phys. Educ. Res.

272

299

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During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1=3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

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Section: Introductionmentioning

confidence: 99%

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Henderson

Dancy

Niewiadomska-Bugaj

2012

Phys. Rev. ST Phys. Educ. Res.

272

299

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“…Tutorials in Introductory Physics (TIP) are first developed by Lillian C. McDermott and the Physics Education Group at the University of Washington (UWPEG) [3]. We can see those materials with a wide variety of topics in their literature.…”

Section: What Tutorials Arementioning

confidence: 99%

Tutorial at a Japanese University as an Interactive Physics Class

Uematsu

2014

Proceedings of the 12th Asia Pacific Physics Conference (APPC12)

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In order to establish students' physics concepts many types of interactive engagements are suggested and their applications to a physics class are reported by Physics Education Research groups in the United States. Among them, Tutorials which replace a traditional recitation is known to be especially effective. We implemented Tutorials in a physics class at a university in Japan. In spite of the difference of curricula and the class size between ours and ones in the United States, our students also showed much better concept building than in a traditional recitation class of previous years.

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“…The same investigator coded all the responses using phenomenographic methodology [6], and recoded them again to ensure consistency between categories (intra-rater reliability Kappa coefficient 0.89). The categories were also discussed with two more investigators who agreed with the exposed code (inter-rater reliability coefficient was 0.85).…”

Section: Methodsmentioning

confidence: 99%

Difficulties Understanding the Explicative Model of Simple DC Circuits in Introductory Physics Courses

Leniz¹,

Zuza²,

Guisasola³

2015

2014 Physics Education Research Conference Proceedings

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Research has shown [1] that understanding the relationship between electrostatics and electrodynamics requires meaningful knowledge about electric concepts. The aim of this investigation is to identify the scope of students' understanding about electric concepts related to the Drude model and the Surface Charge model. In this paper we will describe preliminary results from research at University of the Basque Country (UPV/EHU) and at University of Washington (UW). Some specific examples of the applied questions will be discussed. It will be shown that introductory physics students do not give consistent explanations about the charge movement mechanism on simple DC circuits. The results will be used to develop instructional materials further.

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Sample class on Tutorials in Introductory Physics

Cited by 174 publications

References 0 publications

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Tutorial at a Japanese University as an Interactive Physics Class

Difficulties Understanding the Explicative Model of Simple DC Circuits in Introductory Physics Courses

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