Case study of the physics component of an integrated curriculum

American Journal of Physics

Volumn 67, Issue 7 SUPPL. 1, 1999, Pages

  Beichner, R ^a   Bernold, L ^a   Burniston, E ^a   Dail, P ^a   Felder, R ^a   Gastineau, J ^a   Gjertsen, M ^a   Risley, J ^a  

^a NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038854886     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.19075     Document Type: Article

References (37)

1. A. W. Astin, "Engineering Outcomes," ASEE Prism 27-30 (Sept. 1993).
2. R. W. Heckel, "Engineering Freshman Enrollments: Critical and Non-critical Factors," J. Engr. Educ. 85, 15-21 (1996).
3. L. C. McDermott, "Millikan Lecture 1990: What we teach and what is learned-Closing the gap," Am. J. Phys. 59, 301-315 (1991).
4. D. Hestenes, "Toward a Modeling Theory of Physics Instruction," Am. J. Phys. 55, 440-454 (1987).
5. J. H. Larkin, "Expert and novice performance in solving physics problems," Science 208, 1335-1342 (1980).
6. L. C. McDermott, Physics by Inquiry (Wiley, New York. 1997).
7. P. Laws, Workshop Physics Activity Guide (Wiley, New York, 1997).
8. J. M. Wilson, "The CUPLE Physics Studio," Phys. Teach. 32, 518-523 (1994).
9. R. R. Hake, "Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64-74 (1998).
10. D. Johnson, R. Johnson, and K. Smith, "Cooperative Learning: Increasing College Faculty Instructional Productivity," ASHE-ERIC Higher Education Report No. 4 (The George Washington University, School of Education and Human Development, Washington, DC, 1991).
11. R. M. Felder and R. Brent, "Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs," ERIC Document Reproduction Service, ED 377038 (1994).
12. B. Panitz, "The Integrated Curriculum," ASEE Prism 24-29 (Sept. 1997).
13. T. Foster and P. Heller, "Problem solving labs at the University of Minnesota. 1. Context-rich problems," AAPT Announcer 26 (2), 79 (1996); P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. 1. Group versus individual problem solving," Am. J. Phys. 60, 627-636 (1992).
14. T. Foster and P. Heller, "Problem solving labs at the University of Minnesota. 1. Context-rich problems," AAPT Announcer 26 (2), 79 (1996); P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. 1. Group versus individual problem solving," Am. J. Phys. 60, 627-636 (1992).
15. R. Chabay and B. Sherwood, "Where is the physics in homework problems?" AAPT Announcer 26 (2), 104 (1996).
16. H. Brasell, "The Effect of Real-time Laboratory Graphing on Learning Graphic Representations of Distance and Velocity," J. Res. Sci. Teach. 24, 385-395 (1987).
17. R. Beichner, "Impact of video motion analysis on kinematics graph interpretation skills," Am. J. Phys. 64, 1272-1278 (1996).
18. E. F. Redish, J. M. Saul, and R. N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65, 45-54 (1997).
19. A. Arons, A Guide to Introductory Physics Teaching (Wiley, New York, 1990).
20. Excel Inc., Learning Type Measure (Excel Inc., Barrington, IL, 1987).
21. See Ref. 7. See also P. Laws, "Calculus-based physics without lectures," Phys. Today 44, 24-31 (1991).
22. E. Mazur, Peer Instruction: A User's Manual (Prentice-Hall, Upper Saddle River, NJ, 1997).
23. A. Van Heuvelen, Overview: Case Study Physics; Study Guide 1 (The Ohio State U.P., Columbus, OH, 1995).
24. R. R. Hake, "Socratic pedagogy in the introductory physics laboratory," Phys. Teach. 30, 546-552 (1992).
25. D. Halliday, R. Resnick, and J. Walker, Fundamentals of Physics (Wiley, New York, 1997), 5th ed., Vol. 1.
26. F. Reif, Understanding Basic Mechanics (Wiley, New York, 1995).
27. A. Strauss and J. Corbin, Basics of Qualitative Research: Grounded Theory Procedures and Techniques (SAGE, Newbury Park, CA, 1990).
28. D. Hestenes, M. Wells, and Swackhamer, "Force concept inventory," Phys. Teach. 30, 141-158 (1992).
29. R. Beichner, "Testing student interpretation of kinematics graphs," Am. J. Phys. 62, 750-762 (1994).
30. M. Rowe, "Wait-time and rewards as instructional variables, their influence on language, logic and fate control: Part one-Wait time," J. Res. Sci. Teach. 11, 263-279 (1974).
31. R. M. Felder, L. E. Bernold, E. E. Burniston, P. R. Dail, H. Fuller, and J. E. Gastineau, "IMPEC: Integrated Mathematics, Physics, Engineering, and Chemistry Curriculum," 1996 Report to the National Science Foundation, N.C. State University, November 1996.
32. R. M. Felder, R. Beichner, L. E. Bernold, E. E. Burniston, P. R. Dail, and H. Fuller, "IMPEC: Integrated Mathematics, Physics, Engineering, and Chemistry Curriculum," 1997 Report to the National Science Foundation, N.C. State University (unpublished).
33. I. Halloun, "Views about science and physics achievement: The VASS story," in The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, College Park, MD, 31 July-3 August 1996, edited by E. F. Redish and J. S. Rigden (AIP Press, Woodbury, NY, 1997), pp. 605-613.
34. E. F. Redish, J. M. Saul, and R. N. Steinberg, "Student expectations in introductory physics," Am. J. Phys. 66, 212-224 (1998).
35. R. Landis, Studying Engineering (Discovery, Burbank, CA, 1995).
36. D. Hughes-Hallett et al., Calculus (Wiley, New York, 1994).
37. R. Chang, Chemistry (McGraw-Hill, New York, 1994), 5th ed.