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Replicating Physics Education Reforms:
How (and why) to keep a good thing going
Steven PollockNoah FinkelsteinPhysics Department
University of Colorado, Boulder
APSApr MeetingApril 2006
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AcknowledgementsPhysics faculty:Physics faculty:
Noah FinkelsteinNoah FinkelsteinCarl WiemanCarl WiemanKathy PerkinsKathy PerkinsMichael DubsonMichael Dubson
Postdocs: Postdocs: Sam McKaganSam McKaganLinda Koch Linda Koch
Ph. D. students:Wendy AdamsJack BarberaKara GrayChris KellerPat KohlNoah PodolefskyChandra Turpen
School of Ed collaborators:Valerie OteroDerya CobanogluDanielle Harlow
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Replicating successful curricula
What does it mean to replicate? • What is necessary, sufficient?
• What theoretical frameworks help us understand?
What does it mean to sustain?
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CU Model of Course Transformation
Building from traditional courses• Bottom up reform• Peer instruction, Tutorials in
Introductory Physics• Learning Assistants
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<g> = post-pre 100-preCU Fa03/
Sp04CU Fa98
red = trad, blue = interactive engagement
Force Concept Inventory
R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).
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Departmental level
A “frames of context” perspective
Course culture (Physics I)
Situation (Tutorial)
Task (2-D drawing)
ConceptStudent
Finkelstein and Pollock, (2005). Physical Review: ST PER, 1,1.
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Tasks
• Tutorials in Introductory Physics (UW)– Reconceptualize Recitation Section
– well documented, – easy to implement
Task
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Proven CurriculaD.E. Trowbridge and L. C. McDermott, "Investigation of student understanding of
the concept of acceleration in one dimension," Am. J. Phys. 49 (3), 242 (1981).
D.E. Trowbridge and L. C. McDermott, "Investigation of student understanding of the concept of velocity in one dimension," Am. J. Phys. 48 (12), 1020 (1980)
R.A. Lawson and L.C. McDermott, "Student understanding of the work-energy and impulse-momentum theorems," Am. J. Phys. 55 (9), 811 (1987)
L.C. McDermott and P.S. Shaffer, "Research as a guide for curriculum development: An example from introductory electricity, Part I: Investigation of student understanding." Am. J. Phys. 60 (11), 994 (1992); Erratum to Part I, Am. J. Phys. 61 (1), 81 (1993).
P.S. Shaffer and L.C. McDermott, "Research as a guide for curriculum development: An example from introductory electricity, Part II: Design of instructional strategies." Am. J. Phys. 60 (11), 1003 (1992)
L.C.McDermott, P.S. Shaffer and M. Somers, "Research as a guide for curriculum development: An illustration in the context of the Atwood's machine," Am. J. Phys.62 (1) 46-55 (1994).
M.E. Loverude, C.H. Kautz, and P.R.L. Heron, ハ "Student understanding of the first law of thermodynamics”, Am.J. Phys. 70 (2) 137 (2002)
www.phys.washington.edu/groups/peg/pubsa.html
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Task dataTOPIC PRE POST
(click)
POST (exam)
Direction of a at top of ramp
20
Direction of a on curved path
10
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Task dataTOPIC PRE POST
(click)
POST (exam)
Direction of a at top of ramp
20 70 75
Direction of a on curved path
10 70 65
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Tasks
Task alone insufficient (!)
Task
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Situations
• Interactions with other students/TA’s
• Room/environment
Situat.
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Classroom: Trad -- Tutorial
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Situations
• Interactions with other students/TA’s• Room/environment• Grading norms
Situat.
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Finkelstein and Pollock, (2005). Phys Rev ST PER, 1,1.010101
Trowbridge and McDermott," Am. J. Phys. 49 (3), 242 (1981).
0
10
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40
50
60
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100
Newton &constraints
Force diagrams Newton III CombineNewton's Laws
UW - No Tut UW - with Tut CU - with Tut
Impact and Reproducibility
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Class Culture
• Critical, subtle!
• Ideas constructed by students
• Answers are justified and reasoned
• Tutorials connected to class (and world/your life)
• Enculturation over time
Culture
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Broader layer(s)
• Support of institution
• $$$
• TA training
• Reformed classes
Depart.
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What does replication mean?
• More than repeating activities/worksheets
• Appropriate activity, surrounding structures: – tasks, situations, norms, practices,
infrastructure…• New env’t => Adopt, adapt, reinvent
(Henderson)
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intra-institutional replication
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0
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0 6 12 18 24 30 36 42 48 55 61 67 73 79 85 91 97Score
% of students
PreF04 PreS05
1120 BEMA pre/post
F04 (N=319) Pretest: 26% S05 (N=232): 27%
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0
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0 6 12 18 24 30 36 42 48 55 61 67 73 79 85 91 97Score
% of students
PreF04 PreS05 PostF04 PostS05
1120 BEMA pre/post
g(F04) = .44+/- .01 g(S05)=.43+/- .01
F04 (N=319) Post: 59% S05 (N=232): 59%
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1120 BEMA LA’s
LA (pre)
LA (post)
TA (pre)
LA2 (post)TA
(post)
CU upper division (trad)
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Replication? yes…
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instructor effects?
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Handoff to non-PER faculty
… everything looks the same…(except the instructor)
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Hand-Off Results
g(F04) = .44+/- .01 g(S05)=.43+/- .01g(F05)=.33+/- .02
Post 50
Fall 2005:Pre: 25
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Recitation (curriculum) effects?
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The impact of recitation/pedagogy
Physics 1, 300+ students,
using Peer Instruction in lecture, and:
1: “Tutorials” (Sp04) Tutorials
2: “Workbook” (Fa04) Knight Workbook
3: “Traditional” (Sp05) Mostly traditional
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Phys 1110 normalized gains
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0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
normalized gain
% of students
Tutorials
gain <g>= .66 +/-.02
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0
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0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
normalized gain
% of students
Phys 1110 normalized gains
TutorialsWorkbooks
gain <g>= .66 +/-.02= .59 +/-.02
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0
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0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
normalized gain
% of students
Phys 1110 normalized gains
TutorialsWorkbooks
Traditional
gain <g>= .66 +/-.02= .59 +/-.02= .45 +/-.02
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Beyond the FMCE: Exam comparisons
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Tut-related q's Trad/quant q's
Exam scores (%)
Tutorial course Workbook course Trad recitation
-7 -6-14 -10
N.B. 12 points is roughly 1 letter grade.
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Beyond the FMCE: Exam comparisons
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Tut-related q's Trad/quant q's
Exam scores (%)
Tutorial course Workbook course Trad recitation
-7 -6-14 -10
N.B. 12 points is roughly 1 letter grade.
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Impact on different pretest populations:"high starters" 50<pre<93%
normalized gain for high pretest
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
S04 (13%) F04 (22%) S05 (14%)
Semester (% of class in this
g
pretest >50%
(% of class in this pool)
Course (1) (2) (3)
Tut course Trad Recit
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Impact on different pretest populations:"low starters" pretest <=12.5%
normalized gain for low pretest
0
0.1
0.2
0.3
0.4
0.5
0.6
S04 (23%) F04 (20%) S05 (22%)
Semester (% of class in this
g
pretest <= 12.5%
Course (1) (2) (3)
(% of class in this pool)
Tut course Trad Recit
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Ongoing studies
Currently:
4 non PER faculty running Tutorials - data at AAPT/PERC
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Conclusions
• Replicating & Sustaining reforms is possible– theoretical framing helpful– curriculum matters– context matters
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QUESTIONS Please!
per.colorado.edu (for this talk and more)
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fin
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A&B and learning gainsData from instructor attending (somewhat) to “hidden curriculum”)
Conceptual Understanding
35
45
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65
75
g<=.25 0.25<g<=0.5 0.5<g<=0.75 0.75<g<=0.9 0.9<g<=1
Learning GainsLow learning gain <---------> high learning gain
Beliefs (pre / post) vs. learning gain
Adams et al. (2006) Physical Review, ST:PER, 010101Perkins et al (to appear). Proceedings of PERC
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Connecting Tutorials to course as whole
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0 20 40 60 80 100
Tutorial homework (%)
Course score (%)
Rem
aini
ng