Transforming a fourth year modern optics course using a deliberate practice framework

Abstract

[This paper is part of the Focused Collection on Upper Division Physics Courses.] We present a study of active learning pedagogies in an upper-division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials and the orchestration of the classroom activities of the students. We present our process for efficiently converting a traditional lecture course based on instructor notes into activities for such a course with active learning methods. Ninety percent of the same material was covered and scores on common exam problems showed a 15% improvement with an effect size greater than 1 after the transformation. We observe that the improvement and the associated effect size is sustained after handing off the materials to a second instructor. Because the improvement on exam questions was independent of specific problem topics and because the material tested was so mathematically advanced and broad (including linear algebra, Fourier transforms, partial differential equations, and vector calculus), we expect the transformation process could be applied to most upper-division physics courses having a similar mathematical base.

Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

“…The attempt to emphasize these problem-solving components likely has merit [15,16,26], however, the present findings underscore that improving components of problem solving involves regular deliberate practice and clear feedback [10,16,34]. In this regard, though homework problems in both IE and Traditional physics required translation, the scoring and feedback on this component was typically somewhat cursory.…”

Beyond the Flipped Class: The Impact of Research-Based Teaching Methods in a Macroeconomics Principles Class

“…After the clicker questions were done, the instructor worked through the answers to all questions on a document camera. See Jones et al (2015) for a thorough description of how worksheets and the principle of deliberate practice improved learning in a senior-level physics course.…”

“…In addition, clicker questions hopefully helped students consolidate ideas in working memory into long-term memory. Resources along these lines include Wieman (2015) and Fenesi (2015); in part, both summarize the work of the cognitive scientist Richard E. Mayer for the classroom setting. Finally, where possible, concrete examples preceded abstract ideas (Willingham, 2009, Ch.…”

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

“…Previous research on optics education spans a variety of topics, including the development of multimedia activities [11], online materials [12], and interactive learning strategies meant to be implemented in lecture courses [13] or hybrid lecture-studio courses [14]. In a course for preservice teachers, Atkins and Salter [15] described students' processes for constructing definitions of "blurriness."…”