Evaluating innovation in studio physics

American Journal of Physics

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

  Cummings, Karen ^a   Marx, Jeffrey ^a,c   Thornton, Ronald ^b   Kuhl, Dennis ^b  

^a RENSSELAER POLYTECHNIC INSTITUTE   (United States)

^b TUFTS UNIVERSITY   (United States)

^c UNIVERSITY OF OREGON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 19044379255     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.19078     Document Type: Article

References (17)

1. J. Wilson, "The CUPLE Physics Studio," Phys. Teach. 32 (12), 518-522 (1994)
2. M. A. Cooper, "An Evaluation of the Implementation of an Integrated Learning System for Introductory College Physics," Ph.D. thesis, Rutgers, The State University of NJ, 1993.
3. D. Hestenes, M. Wells, and G. Swackhamer, "Force concept inventory," Phys. Teach. 30 (3), 141-158 (1992).
4. R. Hake, "Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66 (1), 64-74 (1998).
5. P. W. Hewson and M. G. A'Beckett-Hewson, "The role of conceptual conflict in conceptual change and the design of science instruction," Instrum. Sci. 13, 1-13 (1984).
6. J. Clement, "Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics," J. Res. Sci. Teach. 30 (10), 1241-1257 (1993).
7. K. Cummings and J. Marx were instructors in Studio Physics I for engineers during the Spring 1998 semester, and experimented with the use of research-based activities in the Studio classroom. Cummings taught sections 4, 9, and 11. Marx taught sections 6 and 8 as well as a weak control group, section 7.
8. D. Sokoloff and R. Thornton, "Using Interactive Lecture Demonstrations to Create an Active Learning Environment," Phys. Teach. 35 (10), 340-347 (1997).
9. P. Heller, R. Keith, and S. Anderson, "Teaching Problem Solving through Cooperative Grouping. 1. Group versus Individual Problem Solving," Am. J. Phys. 60 (7), 627-636 (1992).
10. P. Heller and M. Hollabaugh, "Teaching Problem Solving through Cooperative Grouping. 2. Designing Problems and Structuring Groups," Am. J. Phys. 60 (7), 637-644 (1992).
11. R. Thornton and D. Sokoloff, "Assessing student learning of Newton's Laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula," Am. J. Phys. 66 (4), 338-352 (1998).
12. R. K. Thornton and D. R. Sokoloff, "Learning motion concepts using real-time microcomputer-based laboratory tools," Am. J. Phys. 58 (9), 858-867 (1990).
13. Mechanics Interactive Lecture Demonstration Package (ILD), Vernier Software, 8565 S.W. Beaverton-Hillsdale Hwy., Portland, OR 97225-2429, 503-297-5317.
14. 14"Instructor's Handbook," identified as "TA Orientation, School of Physics and Astronomy, Fall 1997," See also http:www.physics.umn.edu/ groups/physed/
15. K. Cummings, D. Kuhl, J. Marx, and R. Thornton, "Comparing the Force Concept Inventory and the Force and Motion Conceptual Evaluation" (unpublished).
16. 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).
17. Pamela Ann Kraus, "Promoting Active Learning in Lecture-Based Courses: Demonstrations, Tutorials, and Interactive Tutorial Lectures," Ph.D. dissertation, University of Washington, 1997, University Microfilms, UMI No. 9736313.