The Link to Improved Physics Instruction through Research on Student Learning

1. The Link to Improved Physics Instruction through Research on Student Learning David E. Meltzer Department of Physics and Astronomy Iowa State University Ames, Iowa

2. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal (ISU/Montana State) Tina Fanetti (Western Iowa TCC) Ngoc-Loan Nguyen Larry Engelhardt Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

3. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal (ISU/Montana State) Tina Fanetti (Western Iowa TCC) Ngoc-Loan Nguyen Larry Engelhardt Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

4. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal (ISU/Montana State) Tina Fanetti (Western Iowa TCC) Ngoc-Loan Nguyen Larry Engelhardt Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

5. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

6. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

7. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

8. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

9. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

10. Collaborators Tom Greenbowe (Department of Chemistry, ISU) Kandiah Manivannan (Southwest Missouri State University) Laura McCullough (University of Wisconsin, Stout) Leith Allen (Ohio State University) Graduate Students Jack Dostal(ISU/Montana State) Tina Fanetti(M.S. 2001; now at UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S. 2003) Warren Christensen Post-doc Irene Grimberg Teaching Assistants Michael Fitzpatrick Agnès Kim Sarah Orley David Oesper Undergraduate Students Nathan Kurtz Eleanor Raulerson (Grinnell, now U. Maine) Funding National Science Foundation Division of Undergraduate Education Division of Research, Evaluation and Communication ISU Center for Teaching Excellence Miller Faculty Fellowship 1999-2000 (with T. Greenbowe) CTE Teaching Scholar 2002-2003

11. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain • Potential broader impact of PER on undergraduate education

12. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain • Potential broader impact of PER on undergraduate education

13. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain • Potential broader impact of PER on undergraduate education

14. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain • Potential broader impact of PER on undergraduate education

15. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain • Potential broader impact of PER on undergraduate education

16. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain • Potential broader impact of PER on undergraduate education

17. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain • Potential broader impact of PER on undergraduate education

18. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain • Potential broader impact of PER on undergraduate education

19. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain Ongoing and Future Projectsl broader impact of PER on undergraduate education

20. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain Ongoing and Future Projectsl broader impact of PER on undergraduate education

21. Outline • Overview of goals and methods of PER Investigation of Students’ Reasoning: • Students’ reasoning in thermodynamics • Diverse representational modes in student learning Curriculum Development: • Instructional methods and curricular materials for large-enrollment physics classes Assessment of Instruction: • Measurement of learning gain Ongoing and Future Projects of PER on undergraduate education

22. Goals of PER • Improve effectiveness and efficiency of physics instruction • measure and assess learning of physics (not merely achievement) • Develop instructional methods and materials that address obstacles which impede learning • Critically assess and refine instructional innovations

23. Goals of PER • Improve effectiveness and efficiency of physics instruction • measure and assess learning of physics (not merely achievement) • Develop instructional methods and materials that address obstacles which impede learning • Critically assess and refine instructional innovations

24. Goals of PER • Improve effectiveness and efficiency of physics instruction • measure and assess learning of physics (not merely achievement) • Develop instructional methods and materials that address obstacles which impede learning • Critically assess and refine instructional innovations

25. Goals of PER • Improve effectiveness and efficiency of physics instruction • measure and assess learning of physics (not merely achievement) • Develop instructional methods and materials that address obstacles which impede learning • Critically assess and refine instructional innovations

26. Methods of PER • Develop and test diagnostic instruments that assess student understanding • Probe students’ thinking through analysis of written and verbal explanations of their reasoning, supplemented by multiple-choice diagnostics • Assess learning through measures derived from pre- and post-instruction testing

27. Methods of PER • Develop and test diagnostic instruments that assess student understanding • Probe students’ thinking through analysis of written and verbal explanations of their reasoning, supplemented by multiple-choice diagnostics • Assess learning through measures derived from pre- and post-instruction testing

28. Methods of PER • Develop and test diagnostic instruments that assess student understanding • Probe students’ thinking through analysis of written and verbal explanations of their reasoning, supplemented by multiple-choice diagnostics • Assess learning through measures derived from pre- and post-instruction testing

29. Methods of PER • Develop and test diagnostic instruments that assess student understanding • Probe students’ thinking through analysis of written and verbal explanations of their reasoning, supplemented by multiple-choice diagnostics • Assess learning through measures derived from pre- and post-instruction testing

30. What PER Can NOT Do • Determine “philosophical” approach toward undergraduate education • target primarily future science professionals? • focus on maximizing achievement of best-prepared students? • achieve significant learning gains for majority of enrolled students? • try to do it all? • Specify the goals of instruction in particular learning environments • physics concept knowledge • quantitative problem-solving ability • laboratory skills • understanding nature of scientific investigation

31. What PER Can NOT Do • Determine “philosophical” approach toward undergraduate education • focus on majority of students, or on subgroup? • Specify the goals of instruction in particular learning environments • proper balance among “concepts,” problem-solving, etc. • physics concept knowledge • quantitative problem-solving ability • laboratory skills • understanding nature of scientific investigation

32. What PER Can NOT Do • Determine “philosophical” approach toward undergraduate education • focus on majority of students, or on subgroup? • Specify the goals of instruction in particular learning environments • proper balance among “concepts,” problem-solving, etc. • physics concept knowledge • quantitative problem-solving ability • laboratory skills • understanding nature of scientific investigation

33. Active PER Groups in Ph.D.-granting Physics Departments **leading producers of Ph.D.’s

34. www.physics.iastate.edu/per/

35. Research-Based Curriculum Development Example: Thermodynamics Project • Investigate student learning with standard instruction • Develop new materials based on research • Test and modify materials • Iterate as needed

36. Research-Based Curriculum Development Example: Thermodynamics Project • Investigate student learning with standard instruction; probe learning difficulties • Develop new materials based on research • Test and modify materials • Iterate as needed

37. Research-Based Curriculum Development Example: Thermodynamics Project • Investigate student learning with standard instruction; probe learning difficulties • Develop new materials based on research • Test and modify materials • Iterate as needed

38. Research-Based Curriculum Development Example: Thermodynamics Project • Investigate student learning with standard instruction; probe learning difficulties • Develop new materials based on research • Test and modify materials • Iterate as needed

39. Research-Based Curriculum Development Example: Thermodynamics Project • Investigate student learning with standard instruction; probe learning difficulties • Develop new materials based on research • Test and modify materials • Iterate as needed

40. Addressing Learning Difficulties: A Model ProblemStudent Concepts of Gravitation[Jack Dostal and DEM] • 10-item free-response diagnostic administered to over 2000 ISU students during 1999-2000. • Newton’s third law in context of gravity; direction and superposition of gravitational forces; inverse-square law. • Worksheets developed to address learning difficulties; tested in Physics 111 and 221, Fall 1999

41. Addressing Learning Difficulties: A Model ProblemStudent Concepts of Gravitation[Jack Dostal and DEM] • 10-item free-response diagnostic administered to over 2000 ISU students during 1999-2000. • Newton’s third law in context of gravity; direction and superposition of gravitational forces; inverse-square law. • Worksheets developed to address learning difficulties; tested in Physics 111 and 221, Fall 1999

42. Addressing Learning Difficulties: A Model ProblemStudent Concepts of Gravitation[Jack Dostal and DEM] • 10-item free-response diagnostic administered to over 2000 ISU students during 1999-2000. • Newton’s third law in context of gravity; direction and superposition of gravitational forces; inverse-square law. • Worksheets developed to address learning difficulties; tested in calculus-based physics course Fall 1999

43. Earth asteroid Example: Newton’s Third Law in the Context of Gravity Is the magnitude of the force exerted by the asteroid on the Earthlarger than, smaller than, or the same as the magnitude of the force exerted by the Earth on the asteroid? Explain the reasoning for your choice. [Presented during first week of class to all students taking calculus-based introductory physics (PHYS 221-222) at ISU during Fall 1999.] First-semester Physics (N = 546): 15% correct responses Second-semester Physics (N = 414): 38% correct responses Most students claim that Earth exerts greater force because it is larger

44. Earth asteroid Example: Newton’s Third Law in the Context of Gravity Is the magnitude of the force exerted by the asteroid on the Earthlarger than, smaller than, or the same as the magnitude of the force exerted by the Earth on the asteroid? Explain the reasoning for your choice. [Presented during first week of class to all students taking calculus-based introductory physics at ISU during Fall 1999.] First-semester Physics (N = 546): 15% correct responses Second-semester Physics (N = 414): 38% correct responses Most students claim that Earth exerts greater force because it is larger

45. Earth asteroid Example: Newton’s Third Law in the Context of Gravity Is the magnitude of the force exerted by the asteroid on the Earthlarger than, smaller than, or the same as the magnitude of the force exerted by the Earth on the asteroid? Explain the reasoning for your choice. [Presented during first week of class to all students taking calculus-based introductory physics at ISU during Fall 1999.] First-semester Physics (N = 546): 15% correct responses Second-semester Physics (N = 414): 38% correct responses Most students claim that Earth exerts greater force because it is larger

46. Earth asteroid Example: Newton’s Third Law in the Context of Gravity Is the magnitude of the force exerted by the asteroid on the Earthlarger than, smaller than, or the same as the magnitude of the force exerted by the Earth on the asteroid? Explain the reasoning for your choice. [Presented during first week of class to all students taking calculus-based introductory physics at ISU during Fall 1999.] First-semester Physics (N = 546): 15% correct responses Second-semester Physics (N = 414): 38% correct responses Most students claim that Earth exerts greater force because it is larger

47. Earth asteroid Example: Newton’s Third Law in the Context of Gravity Is the magnitude of the force exerted by the asteroid on the Earthlarger than, smaller than, or the same as the magnitude of the force exerted by the Earth on the asteroid? Explain the reasoning for your choice. [Presented during first week of class to all students taking calculus-based introductory physics at ISU during Fall 1999.] First-semester Physics (N = 546): 15% correct responses Second-semester Physics (N = 414): 38% correct responses Most students claim that Earth exerts greater force because it is larger

48. Implementation of Instructional Model“Elicit, Confront, Resolve”(U. Washington) • Guide students through reasoning process in which they tend to encounter targeted conceptual difficulty • Allow students to commit themselves to a response that reflects conceptual difficulty • Guide students along alternative reasoning track that bears on same concept • Direct students to compare responses and resolve any discrepancies

49. Implementation of Instructional Model“Elicit, Confront, Resolve”(U. Washington) • Guide students through reasoning process in which they tend to encounter targeted conceptual difficulty • Allow students to commit themselves to a response that reflects conceptual difficulty • Guide students along alternative reasoning track that bears on same concept • Direct students to compare responses and resolve any discrepancies

50. Implementation of Instructional Model“Elicit, Confront, Resolve”(U. Washington) • Guide students through reasoning process in which they tend to encounter targeted conceptual difficulty • Allow students to commit themselves to a response that reflects conceptual difficulty • Guide students along alternative reasoning track that bears on same concept • Direct students to compare responses and resolve any discrepancies