Bulletin of the American Physical Society
2006 APS April Meeting
Saturday–Tuesday, April 22–25, 2006; Dallas, TX
Session X16: Research on Teaching Large Enrollment Classes |
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Sponsoring Units: FEd Chair: David Meltzer, University of Washington Room: Hyatt Regency Dallas Landmark D |
Tuesday, April 25, 2006 1:30PM - 2:06PM |
X16.00001: Research-based modifications to traditional introductory laboratories Invited Speaker: We are developing a set of laboratories based on research into student understanding of various topics in introductory mechanics. While intended for students in the algebra-based introductory course, many of these labs will also be suitable for students in calculus-based courses. To facilitate adoption, where possible we are using equipment that is commonly used in traditional introductory labs. We have found that in many cases, student difficulties with underlying concepts call into question the assumptions underlying the design of standard labs. These difficulties hinder student understanding of the intended purpose and results. We will give examples of these difficulties, of the exercises we have developed intended to address them, and of preliminary assessments of student performance. In addition, we describe some preliminary research into some differences between students in the algebra- and calculus-based courses, and the instructional implications of these differences. In collaboration with Luanna Ortiz, Arizona State University, and Michael Loverude, California State University Fullerton. [Preview Abstract] |
Tuesday, April 25, 2006 2:06PM - 2:42PM |
X16.00002: Using Physics Education Research to Improve Student Learning in Large Enrollment Courses. Invited Speaker: The department of physics at the University of Illinois has systematically restructured its introductory calculus and algebra based physics courses. These changes were based on work from the physics education research community, including Peer Instruction, Just In Time Teaching, Tutorials and Context Rich Problem Solving. I will discuss the issues involved in institutionalizing these changes to the courses that have now been taught by more then 50 faculty members within the department. I will also show qualitative and quantitative results of the impact changes have had. [Preview Abstract] |
Tuesday, April 25, 2006 2:42PM - 3:18PM |
X16.00003: Replicating Physics Education Reforms: How (and why) to keep a good thing going. Invited Speaker: What does research tell us about dealing with the large introductory physics classes that are a fact of life at so many Universities? In particular, what does it mean to successfully replicate course transformations, between or within institutions? We report on our efforts to implement several widely studied PER-based transformations, including peer instruction and Washington Tutorials[1], and show how and why (some) educational reforms and research can transfer successfully. In successive semesters with multiple instructors, we measure results similar to those seen by the original authors of the reforms - namely, significantly improved conceptual mastery. We also document the support of productive attitudes and beliefs, albeit with some student discontent. We examine our data from a theoretical perspective involving several levels: tasks, situations, and broader educational structures. We find each of these layers, and their interplay, are critical in the successful implementation of these reforms. This framework may prove useful for understanding and adapting features that shape when and why a given implementation might be successful and sustainable. \newline \newline [1] McDermott, L. and Shaffer, P.,``Tutorials in Introductory Physics,'' Prentice Hall 2002. [Preview Abstract] |
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