Evaluating introductory physics classes in light of the ABET criteria; An example from the SCALE-UP project

ASEE Annual Conference Proceedings

Volumn , Issue , 2000, Pages 2659-2673

  Saul, Jeffery M ^a   Deardorff, Duane L ^a   Abbott, David S ^a   Allain, Rhett J ^a   Beichner, Robert J ^a  

^a NORTH CAROLINA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACTIVE LEARNING; GROUP ACTIVITIES; SCALE-UP PROJECT; STUDENT-CENTERED ACTIVITIES FOR LARGE ENROLLMENT UNIVERSITY PHYSICS;

COMPUTER SIMULATION; CURRICULA; LAPTOP COMPUTERS; LEARNING SYSTEMS; MATHEMATICAL MODELS; PROBLEM SOLVING; PROJECT MANAGEMENT; STANDARDS; STUDENTS; WORLD WIDE WEB;

ENGINEERING EDUCATION;

EID: 8644291583     PISSN: 01901052     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (30)

1. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
2. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
3. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
4. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
5. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
6. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
7. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
8. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
9. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
10. L.C. McDermott, "Research on conceptual understanding in mechanics," Phys. Today 37 (7), 24 (July 1984); I.A. Halloun and D. Hestenes, "The initial knowledge state of students," Am. J. Phys. 53 (11), 1043-1055 (1985); I.A. Halloun and D. Hestenes, "Common sense concepts about motion," Am. J. Phys. 53 (11), 1056-1065 (1985); D. Hammer, "Two approaches to learning physics," Phys. Teach. 27 (9), 664-670 (1989); A. van Heuvelen, "Learning to think like a physicist: A review of research based instructional strategies," Am. J. Phys. 59, 898-907 (1991); A. Van Heuvelen, "Overview, case study physics," Am J. Phys. 59 (10), 898-906 (1991); L.C. McDermott, "Millikan Lecture 1990: What we teach and what is learned - Closing the gap," Am. J. Phys. 59 (4), 301-315 (1991); D. Hammer, "Epistemological beliefs in introductory physics," Cognition and Instruction 12, 151-183 (1994); D. Hammer, "Students' beliefs about conceptual knowledge in introductory physics," Int. J Sci. Ed. 16, 385-403 (1994); E. Mazur, Peer Instruction: A Users Manual (Prentice Hall, New Jersey, 1997), 3-18.
11. Other examples include L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997); P.W. Laws, Workshop Physics Activity Guide (Wiley, New York NY, 1997); and University of Minnesota's Cooperative Group Problem Solving curriculum (information on this curriculum is available online at http://www.physics.umn.edu/groups/physed/). Evaluations of these curricula can be found in the following references: (Tutorials in Introductory Physics) G.E. Francis, "Effectiveness of Tutorials in Introductory Physics," in AIP Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (AIP Press, Woodbury NY, 1997), 567-574; E.F. Redish, J.M. Saul, and R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65 (1), 45-54 (1997); K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," PER Supplement to Am. J. Phys. 67 (7), S5-S15 (1999); (Workshop Physics) P. Laws, "Calculus-based physics without lectures," Phys. Today 44 (12), 24-31 (December, 1991); P. Laws, "Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes," Am. J. Phys. 65 (1), 13-21 (1997); (Cooperative Group Problem Solving) P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," Am. J. Phys. 60 (7), 627-636 (1992); P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups," Am. J. Phys. 60 (7), 637-644 (1992).
12. Other examples include L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997); P.W. Laws, Workshop Physics Activity Guide (Wiley, New York NY, 1997); and University of Minnesota's Cooperative Group Problem Solving curriculum (information on this curriculum is available online at http://www.physics.umn.edu/groups/physed/). Evaluations of these curricula can be found in the following references: (Tutorials in Introductory Physics) G.E. Francis, "Effectiveness of Tutorials in Introductory Physics," in AIP Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (AIP Press, Woodbury NY, 1997), 567-574; E.F. Redish, J.M. Saul, and R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65 (1), 45-54 (1997); K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," PER Supplement to Am. J. Phys. 67 (7), S5-S15 (1999); (Workshop Physics) P. Laws, "Calculus-based physics without lectures," Phys. Today 44 (12), 24-31 (December, 1991); P. Laws, "Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes," Am. J. Phys. 65 (1), 13-21 (1997); (Cooperative Group Problem Solving) P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," Am. J. Phys. 60 (7), 627-636 (1992); P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups," Am. J. Phys. 60 (7), 637-644 (1992).
13. Other examples include L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997); P.W. Laws, Workshop Physics Activity Guide (Wiley, New York NY, 1997); and University of Minnesota's Cooperative Group Problem Solving curriculum (information on this curriculum is available online at http://www.physics.umn.edu/groups/physed/). Evaluations of these curricula can be found in the following references: (Tutorials in Introductory Physics) G.E. Francis, "Effectiveness of Tutorials in Introductory Physics," in AIP Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (AIP Press, Woodbury NY, 1997), 567-574; E.F. Redish, J.M. Saul, and R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65 (1), 45-54 (1997); K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," PER Supplement to Am. J. Phys. 67 (7), S5-S15 (1999); (Workshop Physics) P. Laws, "Calculus-based physics without lectures," Phys. Today 44 (12), 24-31 (December, 1991); P. Laws, "Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes," Am. J. Phys. 65 (1), 13-21 (1997); (Cooperative Group Problem Solving) P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," Am. J. Phys. 60 (7), 627-636 (1992); P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups," Am. J. Phys. 60 (7), 637-644 (1992).
14. Other examples include L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997); P.W. Laws, Workshop Physics Activity Guide (Wiley, New York NY, 1997); and University of Minnesota's Cooperative Group Problem Solving curriculum (information on this curriculum is available online at http://www.physics.umn.edu/groups/physed/). Evaluations of these curricula can be found in the following references: (Tutorials in Introductory Physics) G.E. Francis, "Effectiveness of Tutorials in Introductory Physics," in AIP Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (AIP Press, Woodbury NY, 1997), 567-574; E.F. Redish, J.M. Saul, and R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65 (1), 45-54 (1997); K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," PER Supplement to Am. J. Phys. 67 (7), S5-S15 (1999); (Workshop Physics) P. Laws, "Calculus-based physics without lectures," Phys. Today 44 (12), 24-31 (December, 1991); P. Laws, "Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes," Am. J. Phys. 65 (1), 13-21 (1997); (Cooperative Group Problem Solving) P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," Am. J. Phys. 60 (7), 627-636 (1992); P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups," Am. J. Phys. 60 (7), 637-644 (1992).
15. Other examples include L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997); P.W. Laws, Workshop Physics Activity Guide (Wiley, New York NY, 1997); and University of Minnesota's Cooperative Group Problem Solving curriculum (information on this curriculum is available online at http://www.physics.umn.edu/groups/physed/). Evaluations of these curricula can be found in the following references: (Tutorials in Introductory Physics) G.E. Francis, "Effectiveness of Tutorials in Introductory Physics," in AIP Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (AIP Press, Woodbury NY, 1997), 567-574; E.F. Redish, J.M. Saul, and R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65 (1), 45-54 (1997); K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," PER Supplement to Am. J. Phys. 67 (7), S5-S15 (1999); (Workshop Physics) P. Laws, "Calculus-based physics without lectures," Phys. Today 44 (12), 24-31 (December, 1991); P. Laws, "Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes," Am. J. Phys. 65 (1), 13-21 (1997); (Cooperative Group Problem Solving) P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," Am. J. Phys. 60 (7), 627-636 (1992); P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups," Am. J. Phys. 60 (7), 637-644 (1992).
16. Other examples include L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997); P.W. Laws, Workshop Physics Activity Guide (Wiley, New York NY, 1997); and University of Minnesota's Cooperative Group Problem Solving curriculum (information on this curriculum is available online at http://www.physics.umn.edu/groups/physed/). Evaluations of these curricula can be found in the following references: (Tutorials in Introductory Physics) G.E. Francis, "Effectiveness of Tutorials in Introductory Physics," in AIP Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (AIP Press, Woodbury NY, 1997), 567-574; E.F. Redish, J.M. Saul, and R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65 (1), 45-54 (1997); K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," PER Supplement to Am. J. Phys. 67 (7), S5-S15 (1999); (Workshop Physics) P. Laws, "Calculus-based physics without lectures," Phys. Today 44 (12), 24-31 (December, 1991); P. Laws, "Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes," Am. J. Phys. 65 (1), 13-21 (1997); (Cooperative Group Problem Solving) P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," Am. J. Phys. 60 (7), 627-636 (1992); P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups," Am. J. Phys. 60 (7), 637-644 (1992).
17. Other examples include L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997); P.W. Laws, Workshop Physics Activity Guide (Wiley, New York NY, 1997); and University of Minnesota's Cooperative Group Problem Solving curriculum (information on this curriculum is available online at http://www.physics.umn.edu/groups/physed/). Evaluations of these curricula can be found in the following references: (Tutorials in Introductory Physics) G.E. Francis, "Effectiveness of Tutorials in Introductory Physics," in AIP Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (AIP Press, Woodbury NY, 1997), 567-574; E.F. Redish, J.M. Saul, and R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65 (1), 45-54 (1997); K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," PER Supplement to Am. J. Phys. 67 (7), S5-S15 (1999); (Workshop Physics) P. Laws, "Calculus-based physics without lectures," Phys. Today 44 (12), 24-31 (December, 1991); P. Laws, "Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes," Am. J. Phys. 65 (1), 13-21 (1997); (Cooperative Group Problem Solving) P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," Am. J. Phys. 60 (7), 627-636 (1992); P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups," Am. J. Phys. 60 (7), 637-644 (1992).
18. Other examples include L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997); P.W. Laws, Workshop Physics Activity Guide (Wiley, New York NY, 1997); and University of Minnesota's Cooperative Group Problem Solving curriculum (information on this curriculum is available online at http://www.physics.umn.edu/groups/physed/). Evaluations of these curricula can be found in the following references: (Tutorials in Introductory Physics) G.E. Francis, "Effectiveness of Tutorials in Introductory Physics," in AIP Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (AIP Press, Woodbury NY, 1997), 567-574; E.F. Redish, J.M. Saul, and R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65 (1), 45-54 (1997); K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," PER Supplement to Am. J. Phys. 67 (7), S5-S15 (1999); (Workshop Physics) P. Laws, "Calculus-based physics without lectures," Phys. Today 44 (12), 24-31 (December, 1991); P. Laws, "Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes," Am. J. Phys. 65 (1), 13-21 (1997); (Cooperative Group Problem Solving) P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," Am. J. Phys. 60 (7), 627-636 (1992); P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups," Am. J. Phys. 60 (7), 637-644 (1992).
19. Other examples include L.C. McDermott and P.S. Shaffer, Tutorials in Introductory Physics (Preliminary edition) (Prentice Hall, Upper Saddle River NY, 1997); P.W. Laws, Workshop Physics Activity Guide (Wiley, New York NY, 1997); and University of Minnesota's Cooperative Group Problem Solving curriculum (information on this curriculum is available online at http://www.physics.umn.edu/groups/physed/). Evaluations of these curricula can be found in the following references: (Tutorials in Introductory Physics) G.E. Francis, "Effectiveness of Tutorials in Introductory Physics," in AIP Conference Proceeding No. 399 The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by E.F. Redish and J.S. Rigden (AIP Press, Woodbury NY, 1997), 567-574; E.F. Redish, J.M. Saul, and R.N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," Am. J. Phys. 65 (1), 45-54 (1997); K. Wosilait, P.R.L. Heron, P.S. Shaffer, and L.C. McDermott, "Addressing student difficulties in applying a wave model to the interference and diffraction of light," PER Supplement to Am. J. Phys. 67 (7), S5-S15 (1999); (Workshop Physics) P. Laws, "Calculus-based physics without lectures," Phys. Today 44 (12), 24-31 (December, 1991); P. Laws, "Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics classes," Am. J. Phys. 65 (1), 13-21 (1997); (Cooperative Group Problem Solving) P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," Am. J. Phys. 60 (7), 627-636 (1992); P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups," Am. J. Phys. 60 (7), 637-644 (1992).
20. E.F. Redish, "Implications of Cognitive Studies for Teaching Physics," Am. J. Phys. 62 (9), 796-803 (1994).
21. Hestenes, M. Wells, and G. Swackhamer, "Force Concept Inventory," Phys. Teach. 30 (3), 141-158 (1992).
22. Over six thousand students participated in a study of FCI results by Hake. See R.R. Hake, "Active engagement vs. traditional methods: A six thousand student study of mechanics test data for introductory physics courses," Am. J. Phys. 66 (1), 64-74 (1998).
23. Hake found that unlike average post score, the average normalized gain h did not correlate with the average pretest average. This makes h a more useful measure for comparing classes with significantly different pre-course scores. See Ref. 5.
24. J.M. Saul, Beyond Problem Solving: Evaluating Introductory Physics Courses Through the Hidden Curriculum, Ph.D. Dissertation, University of Maryland, College Park, 1998 (unpublished).
25. In addition, the last two weeks of the course are used as a very brief introduction to modern physics.
26. DIRECT was developed, validated, and tested for reliability by graduate student in the PER-D group as a Ph.D. project. For more information, see P.V. Engelhardt, Examining Students' Understanding of Direct Current Electrical Circuits Through Multiple- Choice Testing and Interviews, Ph.D. dissertation, North Carolina State University, 1997 (unpublished).
27. th ed. (Saunders College Publishing, Orlando Fl, 2000), p. 47. GOAL in a mnemonic for the often-used four step problem solving framework of understanding the problem, devising a plan, carrying out the plan, and looking back espoused in G. Polya, How to Solve It (Doubleday, Garden City NY, 1945).
28. D.P. Maloney, "Research of problem solving: physics," in Handbook of Research on Science Teaching and Learning, edited by D.L. Gabel (Macmillan Publishing Company, New York, 1994), 327-354.
29. Deardorff and R.J. Beichner, "How much do students really learn from physics labs," Contributed paper presented at the fall meeting of the North Carolina Section of AAPT, Boone NC (1999).
30. In this case, the term "minorities" is used to describe African-American, Hispanic, and Native American physics