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Transforming the undergraduate physics program at Florida International University

This project at Florida International University aims to transform the undergraduate physics program through the implementation of Modeling Instruction and the Learning Assistant program. The goal is to increase conceptual learning and the number of physics majors.

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Transforming the undergraduate physics program at Florida International University

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  1. Transforming the undergraduate physics program at Florida International University Renee Michelle Goertzen Physics Education Research Group Florida International University NSF AWARD 0802184 HHMI AWARD 52006924 NSF AWARD 0833300

  2. Demographics • Hispanic Serving Institution • Public Urban Research University • 46,000 students FIU FIU Physics classes • 31% Female / 69% Male

  3. Impacts at FIU • Increased conceptual learning in all intro physics classes (FCI) • 170 students have participated Learning Assistant program • Increased numbers of physics majors Ethnicity Ethnicity

  4. Overview Modeling Instruction Learning Assistant Program Transformed introductory labs

  5. Modeling Instruction Scientists model. Student in Modeling Instruction model. What does this look like? Brewe. (2008). AJP, 76. Brewe. (2010) PRST-PER, 7.

  6. velocity velocity 9 m/s 6 m/s 3 m/s vf vo 1 2 3 4 5 6 tf time time Example: Constructing equations from kinematic graphs • Marta’s ideas: • d = x1-x0 • ∆v = vf-v0/(tf-t0) • Others’ ideas: • a = vf-v0/(tf-t0) or • Slope of v-t graph = vf-v0/(tf-t0)

  7. Example: Discovering the acceleration equation using a graph (1:30) • Marta’s ideas: d = x1-x0 Others’ ideas: a = vf-v0/(tf-t0) • ∆v = vf-v0/(tf-t0) Slope of v-t graph = vf-v0/(tf-t0)

  8. What students do in MI • Coordinate representations (graphs and equations) • Sensemake: strive to understand others’ ideas and connect equations to experiments • Evaluate different interpretations (of ∆v) • Students “publish” their results • See a need to come to a consensus • Coordinate conceptual and quantitative understanding

  9. Force Concept Inventory in MI and lecture courses MI students’ conceptual understanding Brewe, et. al. (2010). PRST-PER, 6.

  10. Beyond knowledge: What percentage of students pass physics?

  11. Beyond knowledge: What do students think about learning physics? Measured with: Colorado Learning Attitudes about Science Survey First positive result in a introductory physics class Brewe, Kramer, O’Brien. (2009). PRST-PER, 5. W.K. Adams, et al. (2006). PRST-PER, 2.

  12. Modeling interview data Before [in other science courses] I would just look for what’s the right answer. How do I get there? I don’t care about the concepts…I just want the answer so I can get the grade. I can actually tell you why an equation is the way that it is, and how it helps, how it works with things. I feel like I can really understand the concepts more… Ana [This class has] superintegrated me into FIU. I cannot imagine dropping out, literally cannot imagine not finishing school… That’s the biggest deal that’s ever happened to me. Marta

  13. Evidence that MI works By learning in a way similar to how scientists learn, we see: • Significantly improved conceptual gains • Increased student success • Positive attitudinal shifts • Improved student engagement

  14. Learning Assistant Model Goal: More high-quality physics teachers Recruit top students to teach in reformed courses • Provide support for reform instruction in labs • LAs experience rewards of teaching and discover teaching is intellectually challenging • Engage science faculty in teacher recruitment and preparation • Transform departmental culture to value research-based teaching as a legitimate activity

  15. Semester in LA Program Student in mostly traditional courses K12 Math /Science Teacher 0 1 2 3 4+ Pre-service teacher experience Teaching Experience Applies to be a Learning Assistant Student in transformed math/science course Learning Assistant Begin taking Education courses Learning Assistant LA Pedagogy Seminar • NSF Noyce • Fellow • Enrolled in math/science ed program Learning about the Teaching Experience

  16. Extending reform: across STEM • Learning Assistant model spans many disciplines in STEM (Science, Technology, Engineering, Mathematics) • LAs model affords various implementations • LA model has grown: 174 LAs during 2008-11

  17. Growth in Learning Assistant Model Goertzen, et. al. (2010). PRST-PER, 7.

  18. Extending reform: FIU’s science teacher preparation • Explicit recruiting model • Identifies top students in introductory science classes • Offers multiple, varied commitment opportunities for teaching • Integrated across Arts & Sciences and Education • Content-area degree plus teaching certification within 120 credit program

  19. Pathway for expanding reform + Research-based curriculum: Open Source Tutorials Impact all introductory physics classes

  20. Open source tutorials Students work in groups of 3-4 • Active-learning worksheets: • PER-based • Epistemologically-focused • Open-source • Includes lab activites Taught by 1 TA and 1-2 LAs

  21. 2M M Example: Newton’s third law Tutorial goal: Reconcile Newton’s third law with idea that the car suffers more damage (Work individually) In summary, for most people, Newton’s third law contradicts the common-sense intuition that the car reacts more during the collision. Which one of the following best expresses your attitude toward this contradiction? i. We shouldn’t dwell on these kinds of contradictions and should instead focus on learning exactly when Newton’s third law does and doesn’t apply. ii. There’s probably some way to reconcile common sense with Newton’s third law, though I don’t see how. iii. Although physics usually can be reconciled with common sense, here the contradiction between physics and common sense is so blatant that we have to accept it.

  22. 2M M Example: Newton’s third law Suppose the truck’s mass is 2000 kg while the car’s mass is 1000 kg, and suppose the truck slows down by 5 m/s during the collision. Suppose the car and truck remain in contact for 0.50 seconds before bouncing off each other. Calculate the truck’s acceleration during the collision. Students modify their intuition: acceleration is different, but forces are not.

  23. Pathway for expanding reform + Research-based curriculum: Open Source Tutorials Encourage beliefs and practices aligned withhow scientists think about and do science

  24. Lab Reform Impact: Conceptual understanding Force Concept Inventory gain of Hake’s 6,000 students and FIU students Goertzen, et. al. (2010). PRST-PER, 7. Hake. (1998). AJP, 66.

  25. Beyond the introductory physics classroom Faculty and Administration: • HHMI Faculty Scholars • DBER: discipline-based education research forum • Science and Mathematics Teacher Imperative (SMTI) • Students: • Physics Learning Center • Society of Physics Students • First Year Physics Seminar

  26. Thank you Physics Education Research Group: Eric Brewe, David Brookes, Geraldine Cochran, Jared Durden,David Jones, Laird Kramer Seth Manthey, Binod Nainabasti, George O’Brien, Idaykis Rodriguez, Natan Samuels, Vashti Sawtelle, Adrienne Traxler, Leanne Wells 45+ Physics LAs FIU Students NSF AWARD 0802184 HHMI AWARD 52006924 NSF AWARD 0833300

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