An implementation of physics by inquiry in a large-enrollment class

Physics Teacher

Volumn 41, Issue 2, 2003, Pages 113-118

  Scherr, Rachel E ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85006021093     PISSN: 0031921X     EISSN: 19434928     Source Type: Journal    
DOI: 10.1119/1.1542051     Document Type: Article

References (9)

1. L.C. McDermott and the PER Group at the University of Washington, Physics by Inquiry (Wiley, New York, 1996), Vols. I and II.
2. P.W. Laws, Workshop Physics (Wiley, New York, 1996),Modules 1-4.
3. See, for example, L.C. McDermott, P.S. Shaffer, and C.P. Constantinou, "Preparing teachers to teach physics and physical science by inquiry," Phys. Educ. 35(6), 411 (Nov. 2000); B.A. Thacker, E. Kim, and K. Trefz, "Comparing problem-solving performance of inquirybased and traditional introductory physics courses," Am. J. Phys. 62(7), 627-633 (July 1994).
4. For a description of courses taught at the UW based on PbI, see, for example, L.C. McDermott, "A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers," Am. J. Phys. 58, 734-742 (1990).
5. In future years, I would have been able to recruit peer instructors from among students who had taken the course.
6. The Five Blocks question and the associated data are from M.E. Loverude, C.H. Kautz, and P.R.L. Heron, "Helping students develop a functional understanding of Archimedes' principle, Part I: Research on student understanding," accepted for publication in Am. J. Phys., and P.R.L. Heron, M.E. Loverude, P.S. Shaffer, and L.C. McDermott, "Helping students develop a functional understanding of Archimedes' principle, Part II: Development of research-based instructional materials," accepted for publication in Am. J. Phys. Additional detail on the study,including student quotations, can be found in M.E. Loverude, Ph.D. dissertation, University of Washington, 2000.
7. Only differences of about 20% or more are considered significant by the developers of the curriculum.
8. The Oil Displacement question and the associated data are from personal communication with P.R.L. Heron, University of Washington, 2000.
9. M.C.Wittmann, "On the dissemination of a proven curriculum: RealTime Physics and Interactive Lecture Demonstrations," submitted to Am. J. Phys. 2002.