Reform of Introductory Calculus-based Physics: A View From One Small Branch on the Tree

1. Reform of Introductory Calculus-based Physics: A View From One Small Branch on the Tree Teresa L. Larkin American University Washington, DC Introductory Calculus-based Physics Conference Crystal City Marriott – Arlington, VA October 31, 2003

2. Outline • Introduction • Why are we here? • What is “reform”? • Does the wheel need to be reinvented (yet again)? • Introductory Physics Reform Efforts • Shift in emphasis from teaching to learning and learning outcomes • “Refocusing” classroom practice • PER-based curricular materials & strategies • Issues Related to Reform Efforts • Some “things” to think about • Discussion • Where do we go from here?

3. Introduction

4. Why are we here? • Traditional lecture instruction does not work for many students in the introductory college/university physics course.

5. What is “reform”? • [trans.] To make changes (in something, typically a social, political, or economic institution or practice) in order to improve it. • [intrans.] To form or to cause to form again.

6. Does the wheel need to be reinvented (yet again)? “The trouble with problems in physics education is they don’t stay solved.” --- Author??

7. Melba Newell Phillips " Phillips, Melba Newell." CWP http://www.physics.ucla.edu/~cwp

8. “The most serious criticism which can be urged against modern laboratory work in Physics is that it often degenerates into a servile following of directions, and thus loses all save a purely manipulative value. Important as is dexterity in the handling and adjustment of apparatus, it can not be too strongly emphasized that it is grasp of principles, not skill in manipulation which should be the primary object of General Physics courses.” --- Author??

9. Robert A. Millikan http://www.th.physik.uni-frankfurt.de/~jr/gif/phys/millikan.jpg

10. Introductory Physics Reform Efforts “If one wishes to lead the majority, rather than a small minority, of students to understanding the Law of Inertia, one must accept the necessity of providing a wide array of experiences, both hands-on and hypothetical, in which students make their own errors, encounter the resulting contradictions, and, forced by these errors and contradictions, revise their preconceptions. Such experience cannot be provided and mastery developed, however, in one short remedial session.

11. Introductory Physics Reform Efforts The ideas and initial experiences should be introduced, while development of the subject matter is continued without waiting for full mastery on first encounter. One then helps cultivate mastery and understanding through repeated spiraling back to qualitative application of the Law of Inertia in increasingly rich and sophisticated physical situations as the study of science continues.” --- Author??

12. Arnold B. Arons http://www.doane.edu/hpp/Presentations/NAAPT2002WinterUNL/NAAPT2002UNL.htm

13. Shift in emphasis from teaching to learning and learning outcomes • In classrooms, these shifts include: • refocusing classroom practice upon gains in student understanding, reasoning, application, and learning retention • clarification of student learning goals and their alignment with course assessments • redesigning assessments to engage students in their own learning and to give feedback to teachers on the efficacy of their work

14. Shift in emphasis from teaching to learning and learning outcomes • At the institutional level the implications include the following: • redefining, evaluating, and rewarding teaching and scholarship as valued professional activities • rethinking professional relationships – with colleagues in K-12 education, educational research, assessment and evaluation research, other disciplines, and in academe more broadly

15. “Refocusing” classroom practice • Refocus • [trans.] To adjust the focus of (a lens or one’s eyes).

16. PER-based curricular materials & strategies • Active Learning Problem Sheets (ALPS Kits) • Activity-Based Physics (ABP Project) • MBL, VBL, & Quantitative Tutorials • Interactive Lecture Demonstrations (ILD) • Tools for Scientific Thinking (TST) • RealTime Physics (RTP) • Bridging • Cooperative Group Problem Solving and Problem Solving Labs • Just-in-Time Teaching

17. PER-based curricular materials & strategies • Microcomputer-Based Laboratory Supplemental Curricula • Interactive Lecture Demonstrations (ILD) • Tools for Scientific Thinking (TST) • RealTime Physics (RTP) • Peer Instruction • SCALE-UP and Studio Physics • Socratic Dialog Inducing (SDI) Labs • Tutorials in Introductory Physics • Workshop Physics • Writing as a Teaching and Learning Tool

18. Issues Related to Reform Efforts: Some “things” to think about • Economic factors • $ • More communication needs to happen between the physics and engineering communities • Disconnect between physics laboratory and physics lecture • Curricular issues • ABET • Is less really more?

19. Some “things” to think about • Need to improve the overall introductory physics laboratory experience through • application of PER methods and strategies • need to implement across broader audiences • a better understanding of the uses of technology • The use of technology is only as good as the pedagogy it supports! • Large time commitment is needed • Support structures largely non-existent for faculty willing to take on the challenges associated with reform

20. Some “things” to think about • The system won’t change if there are no incentives • Faculty reward structures • Reform needs to start with promotion and tenure committees • Considerable risk for tenure-track faculty interested in engaging in reform efforts • Role of professional organizations

21. Discussion • Maybe a better verb would be … • “Refresh” • [trans.] To give new strength or energy to; reinvigorate.

22. Where do we go from here?