Physics Education ResearchBased Reform at a Multicultural Institution - PowerPoint PPT Presentation

Loading...

PPT – Physics Education ResearchBased Reform at a Multicultural Institution PowerPoint presentation | free to view - id: e27d5-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Physics Education ResearchBased Reform at a Multicultural Institution

Description:

Physics Education Research-Based Reform at a Multicultural Institution. Richard Steinberg ... understanding of fundamental concepts and. scientific reasoning ability ... – PowerPoint PPT presentation

Number of Views:22
Avg rating:3.0/5.0
Slides: 35
Provided by: richards55
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Physics Education ResearchBased Reform at a Multicultural Institution


1
Physics Education Research-Based Reform at a
Multicultural Institution
  • Richard SteinbergCity College of New York

This work is supported by NSF and FIPSE
2
Outline
  • Motivation
  • Physics Education Research
  • PER-based Reform at CCNY Introductory Mechanics
  • PER-based Reform at CCNY Special Relativity
  • Conclusion

3
Outline
  • Motivation
  • Physics Education Research
  • PER-based Reform at CCNY Introductory Mechanics
  • PER-based Reform at CCNY Special Relativity
  • Conclusion

4
Results from cognitive science
  • Principle 1 Knowledge is built from the
    processing of information received.
  • yet our instructional model focuses on students
    receiving information rather than constructing it

Edward F. Redish, Am. J. Phys. 62, 796-803 (1994).
5
Results from cognitive science
  • Principle 2 Everything learned is learned via
    interpretation within a context.
  • yet we assume students are able to understand and
    apply complex ideas in a multitude of situations

6
Results from cognitive science
  • Principle 3 It is very difficult to change an
    established mental model substantially.
  • yet we expect students to abandon the beliefs
    they bring in favor of the beliefs we present

7
Results of traditional instruction
  • Many students leave physics with an
    unsatisfactory change in their
  • understanding of fundamental concepts
    andscientific reasoning ability
  • understanding of mathematics in physics problems
  • epistemological attitudes
  • Students problem solving techniques are
    typically context dependent and not groundedin
    an understanding of the subject matter.

8
Introductory calculus-based physics - City
College of New York (N73)
Midterm Exam Question
  • With what speed was the stone thrown?
  • At what time was the stone moving down with speed
    12 m/s?
  • What is the position of the stone when it was
    moving down with speed 12 m/s?

9
Introductory calculus-based physics - City
College of New York (N73)
  • The initial speed of the stone
  • 33 gave correct answer
  • Time at which stone was moving down 12 m/s
  • 32 gave correct answer
  • Position of stone when it was moving down 12
    m/s
  • 25 gave correct answer

10
Introductory calculus-based physics - City
College of New York (N73)
Midterm Exam Question
33 answered correctly
11
Outline
  • Motivation
  • Physics Education Research
  • PER-based Reform at CCNY Introductory Mechanics
  • PER-based Reform at CCNY Special Relativity
  • Conclusion

12
Methods of physics education research
  • Classroom Observations
  • Student Interviews
  • demonstration interview
  • problem solving interview
  • Examination questions
  • Free-response and multiple-choice diagnostics

13
Research-based curricula
Group Problem Solving Heller - University
of Minnesota Modeling Workshop Project
Hestenes - Arizona State University A New Model
Course in QP Redish University of
Maryland Steinberg CCNY Wittmann
University of Maine Peer Instruction
Mazur - Harvard University Powerful Ideas in
Physical Science AAPT
Tutorials in Introductory Physics / Physics by
Inquiry McDermott and Physics Education
Group - University of Washington Tools
for Scientific Thinking Sokoloff -
University of Oregon Thornton - Tufts
University Understanding Basic Mechanics
Reif - Carnegie Mellon University Workshop
Physics Laws - Dickinson College
14
Research-based curricula
Group Problem Solving Heller - University
of Minnesota Modeling Workshop Project
Hestenes - Arizona State University A New Model
Course in QP Redish University of
Maryland Steinberg CCNY Wittmann
University of Maine Peer Instruction
Mazur - Harvard University Powerful Ideas in
Physical Science AAPT
Tutorials in Introductory Physics / Physics by
Inquiry McDermott and Physics Education
Group - University of Washington Tools
for Scientific Thinking Sokoloff -
University of Oregon Thornton - Tufts
University Understanding Basic Mechanics
Reif - Carnegie Mellon University Workshop
Physics Laws - Dickinson College
15
Outline
  • Motivation
  • Physics Education Research
  • PER-based Reform at CCNY Introductory Mechanics
  • PER-based Reform at CCNY Special Relativity
  • Conclusion

16
CCNY Students
  • Over half of the students were born outside of
    the United States.
  • Over half of the students have learned English as
    a second language.
  • Students come from about 90 different countries.
  • No one group represents a majority of the student
    body.

17
Tutorials at CCNY
traditional recitation
tutorial
or
Lillian McDermott and the Physics Education
Group at the University of Washington.
18
Tutorials at CCNY
19
Tutorials at CCNY
20
Force Concept Inventory
  • 29-item conceptual multiple-choice diagnostic in
    mechanics
  • Distractors are based on the results of extensive
    research in physics education

at what instants do the objects have the same
speed
compare the forces of the car and truck on each
other
D. Hestenes, M. Wells, and G. Swackhammer, Force
concept inventory, Phys. Teach. 30, 141-158
(1992).
21
Force Concept Inventory
  • Fraction of the possible gain

Traditional h 0.23 Tutorial h 0.43
R.R. Hake, Interactive-engagement versus
traditional methods A six-thousand-student
survey of mechanics test data for introductory
physics courses, Am. J. Phys. 66, 64-74 (1998).
22
Force Concept Inventory
  • Fraction of the possible gain

Traditional h 0.26 (native English) Traditional
h 0.21 (ESL) Tutorial h 0.46 (native
English) Tutorial h 0.42 (ESL)
23
Tutorials at CCNY
24
Tutorials at CCNY
25
Outline
  • Motivation
  • Physics Education Research
  • PER-based Reform at CCNY Introductory Mechanics
  • PER-based Reform at CCNY Special Relativity
  • Conclusion

26
Two students approaches to the twin paradox
problem
  • Case study of two outstanding students working
    together to try to resolve the twin paradox
    problem post instruction on special relativity
  • Igor
  • Received As in
  • inquiry-based intro and
  • modern physics courses
  • Tulio
  • Received As in
  • traditional intro and
  • modern physics courses

27
The Problem
1) When B is above Earth, clocks both read the
same time. B travels directly to X which A
measures to be 6 light years away.
2) When B reaches X, she quickly comes to a stop
and returns to Earth at the same speed.
3) When B reaches Earth, she gets off the rocket
and is reunited with her brother. Their
physics teacher hands a poster of Einstein to
the younger twin. Who gets the poster?
28
The Solution
29
Overview of interview
  • Both students showed strong understanding of
    elementary special relativity, conceptually and
    formulaically.
  • Neither student was able to grasp all aspects of
    the problem or resolve the paradox without help.
  • Tulio was more prone to use the equations.Igor
    was more likely to think of the physical
    implications of the results of the equations.

30
Sample responses
  • Igor It cant have 2 values at the same time.
    Its one physical thing. If it says 8 it cannot
    say 6.4 in another reference frame, its something
    physical.
  • Tulio Youre going to have to live with that.

31
Sample responses
  • Igor Do they have to be the same?
  • Tulio Im saying no.
  • Igor Why not?
  • Tulio Because of relativity.

32
Interview summary
  • Tulio would try to fit the physical world to the
    numbers he got from the equations, whereas Igor
    would always try to make sure the results of the
    equations gave answers that made physical sense.

33
Outline
  • Motivation
  • Physics Education Research
  • PER-based Reform at CCNY Introductory Mechanics
  • PER-based Reform at CCNY Special Relativity
  • Conclusion

34
Conclusion
  • A student-centered, research-based model of
    physics instruction appears to be a good match
    for university physics students.
About PowerShow.com