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

Korff, Joshua Von; Archibeque, Benjamin; Gomez, K. Alison; Heckendorf, Tyrel; McKagan, Sarah B.; Sayre, Eleanor C.; Schenk, Edward W.; Shepherd, Chase; Sorell, Lane

doi:10.1119/1.4964354

Cited by 95 publications

(62 citation statements)

References 20 publications

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“…Standardized assessment practices in undergraduate physics education emphasize the use of conceptual pre-and post-tests ("concept inventories")-the outcomes of which have been used to inform changes to curriculum design and instructional practices [5]. A wide variety of studies have been conducted using concept inventories [6][7][8][9][10][11][12][13], and student learning outcomes on such assessments are well documented [14][15][16][17][18][19][20][21].…”

Section: Introductionmentioning

confidence: 99%

Analysis of the most common concept inventories in physics: What are we assessing?

Laverty

Caballero

2018

Phys. Rev. Phys. Educ. Res.

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Assessing student learning is a cornerstone of educational practice. Standardized assessments have played a significant role in the development of instruction, curricula, and educational spaces in college physics. However, the use of these assessments to evaluate student learning is only productive if they continue to align with our learning goals. Recently, there have been calls to elevate the process of science ("scientific practices") to the same level of importance and emphasis as the concepts of physics ("core ideas" and "crosscutting concepts"). We use the recently developed Three-Dimensional Learning Assessment Protocol to investigate how well the most commonly used standardized assessments in introductory physics (i.e., concept inventories) align with this modern understanding of physics education's learning goals. We find that many of the questions on concept inventories do elicit evidence of student understanding of core ideas, but do not have the potential to elicit evidence of scientific practices or crosscutting concepts. Furthermore, we find that the individual scientific practices and crosscutting concepts that are assessed using these tools are limited to a select few. We discuss the implications that these findings have on designing and testing curricula and instruction both in the past and for the future.

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Section: Introductionmentioning

confidence: 99%

Analysis of the most common concept inventories in physics: What are we assessing?

Laverty

Caballero

2018

Phys. Rev. Phys. Educ. Res.

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“…We can surmise that by the end of the semester, our students have gained conceptual knowledge to a statically meaningful degree in all cases. The large average NGs for the FCI is comparable to those from other studies, showing a greater response than traditional lectures, but less than completely "interactive engagement" [12]. However, comparison between the control and test group with respect to the FCI, CSEM, and Final exam score metrics has yielded, at best, a "small" to "very small" effect size and appears to be statistically insignificant for this sample size.…”

Section: Data and Analysissupporting

confidence: 55%

Initial Steps Toward a study on the Effectiveness of Multimedia Learning Modules in Introductory Physics Courses for Engineers

Goodman

Rueckert

O’Brien

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Rueckert is an experimental physicist specializing in condensed matter. His research interests include magnetic and electronic properties of perovskite materials and, more recently, novel approaches to physics education.Dr. James O'Brien, Wentworth Institute of Technology James G. O'Brien is currently Chair of the department of Sciences and Associate professor of Physics at Wentworth Institute of Technology in Boston, MA. James is currently pursuing educational pedagogies in engineering education through game-ification of education and the design of competitive table top games which engage students in an exciting atmosphere to help facilitate learning of essential physics concepts. Aside from a love of gaming and its role in education, James is also the Vice President of the International Association of Relativistic Dynamics, an international organization of physicists whose research revolves around the study of relativity and gravitational research.c American Society for Engineering Education, 2017Initial steps toward a study on the effectiveness of multimedia learning modules in introductory physics courses for engineers Abstract: There is overwhelming evidence that students rarely, if ever, critically read the textbook before class. The inevitable lack of student preparedness is anathema to creating an active and engaging classroom environment. Web-based multimedia learning modules (MLM) and short assignments due before lecture should allow students to enter class having more than a passing familiarity with the material to be covered. Consequently, professors can devote more class time to higher cognitive activities. However, the literature has reported mixed results on measurable student gains when MLMs are incorporated into the typical two-semester introductory physics course-sequence. Additionally, there has been minimal physics education research (PER) on MLMs within the setting of smaller terminal bachelor's degree engineering programs, as most PER research occurs at large research institutions.Our study's goal is to test the efficacy of incorporating commercially available web-based MLM content into introductory physics courses at Wentworth Institute of Technology, a small program that offers terminal bachelors in engineering. The study will be separated into the following two stages: stage one will consist of two professors instructing calculus-based Engineering Physics I and II, both with and without MLMs from various providers. In the fall term, we plan to use FlipIt Physics MLMs. In the spring term, we will use Pearson's Mastering Physics MLMs. We will report on the initial results from stage one at this meeting. Stage two will begin in the following year, when much of the department will adopt one of the two previously mentioned MLM platforms. All participating faculty will instruct sections, both with and without MLMs. Faculty will not be required to change their instruction styles. In addition to partially standardized metrics such as exams and iclicker performance, we plan to use the standar...

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“…se encontram os alunos em aulas expositivas. A criação de situações nas quais os estudantes aprendam a partir de suas experiências, de suas reflexões, da interação e do diálogo com os colegas e o professor tem se mostrado mais eficiente para a aprendizagem do que a interação instrutiva das aulas expositivas [2]. Essas ideias são, muitas vezes, identificadas com um paradigma construtivista.…”

Section: Introductionunclassified

“…Em um estudo realizado em 2016 [2], Korff e colaboradores compararam práticas de ensino-aprendizagem tradicionais, em que as aulas são expositivas, a práticas de aprendizagem ativa, em que o estudanteé protagonista efetivo dos procedimentos em sala, mostrando a maior eficiência dos métodos ativos. O estudo realizado abordou a análise de diversos trabalhos que aplicaram o teste FCI ("Force Concept Inventory") para medir o ganho do estudante durante a disciplina e envolveu 50.000 estudantes.…”

Section: Introductionunclassified

Aplicação e avaliação de uma metodologia de aprendizagem ativa (tipo ISLE) em aulas de Mecânica, em cursos de Engenharia

Parreira

2017

Rev. Bras. Ensino Fís.

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Neste trabalho será apresentada uma metodologia utilizada no curso de Mecânica, disciplina do primeiro ou segundo semestre de cursos de Engenharia da PUC-Minas, com a utilização de roteiros com caráter construtivista. Nessa proposta, os estudantes desenvolvem conceitos e ferramentas da Mecânica através da execução de experimentos e de discussões com os outros alunos e com a professora. Não há aulas expositivas durante o semestre. Essa metodologia foi inspirada no trabalho do grupo liderado por Engenia Etkina, na Universidade de Rutgers, nos Estados Unidos. A propostaé que os estudantes aprendam Física de forma semelhanteà que os cientistas constroem o conhecimento. A avaliação da metodologia foi feita através de pré e pós-testes, FCI (Force Concept Inventory), e questionários para avaliação das opiniões dos estudantes. Os resultados dos questionários de satisfação foram positivos em todas as turmas. Já os resultados quantitativos do FCI indicam que a metodologia foi satisfatória nas turmas de 2°período e não satisfatória nas turmas de 1°período. Palavras-chave: aprendizagem ativa, Ensino de Física, ISLE.This paper will present a methodology used in the course of Mechanics, discipline of the first or second semester of Engineering courses of PUC-Minas, using constructivist scripts. In this proposal, students develop Mechanics concepts and tools through the execution of experiments and discussions with the other students and with the teacher. There are no lectures during the semester. This methodology was inspired by the work of the group led by Engenia Etkina, at Rutgers University in the United States. The proposal is that students learn Physics in similar way which scientists build knowledge. The evaluation of the methodology was done through pre and post-tests, FCI (Force Concept Inventory), and questionnaires to evaluate students' opinions. The results of the satisfaction questionnaires were positive in all the groups. The quantitative results of the FCI indicate that the methodology was satisfactory in the classes of the 2nd period and not satisfactory in the classes of the 1st period. Keywords: active learning, Physics Education, ISLE. IntroduçãoO interacionismoé um paradigma do desenvolvimento psicológico do ser humano, com importantes implicações pedagógicas, que floresceu no século passado, tendo Piaget, com o interacionismo construtivista, e Vigostki, com o sócio-interacionismo, como seus representantes mais significativos [1]. Essas teorias interacionistas do desenvolvimento estão fortemente presentes entre os atuais estudos nasáreas de educação e ensino, especialmente no Brasil. Uma implicação pedagógica do paradigma interacionistaé a consideração de que a aprendizagem ocorre de forma muito mais eficaz a partir da vivência ou participação ativa e experiencial de quem aprende, em contraponto a uma metodologia tradicional que o coloca como um aprendiz passivo, como normalmente * Endereço de correspondência: prof.julia.parreira@gmail.com. se encontram os alunos em aulas expositivas. A criação de situaçõe...

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

Cited by 95 publications

References 20 publications

Analysis of the most common concept inventories in physics: What are we assessing?

Analysis of the most common concept inventories in physics: What are we assessing?

Initial Steps Toward a study on the Effectiveness of Multimedia Learning Modules in Introductory Physics Courses for Engineers

Aplicação e avaliação de uma metodologia de aprendizagem ativa (tipo ISLE) em aulas de Mecânica, em cursos de Engenharia

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