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Physics Education Research at CU

Physics Education Research at CU. or why do I keep filling out those online surveys at the start of every course?. S.J. Pollock SPS Fall 05. PER We want to study the LEARNING of science… in a scientific way. Develop curricula and test them Collect data -

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Physics Education Research at CU

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  1. Physics Education Research at CU orwhy do I keep filling out those online surveys at the start of every course? S.J. Pollock SPS Fall 05

  2. PERWe want to study the LEARNING of science… in a scientific way Develop curricula and test them Collect data - conceptual surveys (pre/post is best) beliefs about science and learning ( “” ) Develop theoretical frameworks…

  3. Expert Novice Coherence structure Pieces Concepts & Problem Solving Formulas & “plug ‘n chug” Independent (experiment) By Authority learning Learning goals? content think about science like a scientist

  4. “Content” Force Concept Inventory (and many others) • Research based • Experts (especially skeptics!) => necessary (not sufficient) indicator of understanding.

  5. Sample question

  6. FCI I <g> = post-pre100-pre Force Concept Inventory (FCI) traditional lecture R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

  7. FCI II <g> = post-pre100-pre Force Concept Inventory (FCI) red = trad, blue = interactive engagement R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

  8. FCI at CU <g> = post-pre100-pre Fa98 Fa03/Sp04 Force Concept Inventory (FCI) red = trad, blue = interactive engagement R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

  9. Phys 1110 normalized gains gain(1)= .66 +/-.02

  10. Phys 1110 normalized gains gain(1)= .66 +/-.02 g(2)= .585 +/-.02 7.5 points lower => (more than half a letter grade)

  11. Phys 1110 normalized gains gain(1)= .66 +/-.02 g(2)= .585 +/-.02g(3)= .45 +/-.02 21 points lower gain (!) Course (3) (trad recit.) => significantly lower gains. (but still, double nat’l standards!)

  12. 1120 E&M pre/post

  13. ~75% ~40% * Mazur, E. Peer Instruction, Prentice Hall

  14. Attitudes and Beliefs • Assessing the “hidden curriculum” Ex: “I study physics to learn knowledge that will be useful in life.” “To learn physics, I only need to memorize solutions to sample problems”

  15. (Typical) attitude shifts W. Adams 2003, replicating Redish, Steinberg, Saul AJP 66 p. 212 (‘98)

  16. (Typical) attitude shifts Reality Concepts W. Adams 2003, replicating Redish, Steinberg, Saul AJP 66 p. 212 (‘98)

  17. Phys Male: +1 Phys Female: -16 CLASS categories Shift (%) (“reformed” class) -6 -8 -12 -11 -10 -7 -17 +5 (All ±2%) • Real world connect... • Personal interest........ • Sensemaking/effort... • Conceptual................ • Math understanding... • Problem Solving........ • Confidence................ • Nature of science....... Engineers: -12

  18. But it’s possible to do better Data from instructor attending (somewhat) to “hidden curriculum”) Low learning gain <---------> high learning gain Blue= pre Red= post

  19. But it’s possible to do better Data from instructor attending (somewhat) to “hidden curriculum”) Low learning gain <---------> high learning gain Blue= pre Red= post

  20. But it’s possible to do better Data from instructor attending (somewhat) to “hidden curriculum”) Low learning gain <---------> high learning gain Blue= pre Red= post

  21. But it’s possible to do better Data from instructor attending (somewhat) to “hidden curriculum”) Low learning gain <---------> high learning gain Blue= pre Red= post

  22. 1-Tut 2-Workbook 3-Trad “Beliefs” survey: CLASS pre/post

  23. Trad’l Models of Education

  24. Theory: Trad’l Model of Education Instruction via transmission Individual Content (E/M)

  25. Theory ingredients - to think about • Construction of knowledge • Resources • Cognitive psych: “in the individual” head • Context (setting, norms and practices) • Learning is social (and political!)

  26. Questions?!

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