physics education research-based reform at a multicultural institution richard steinberg city...
TRANSCRIPT
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Physics Education Research-Based Reform at a Multicultural Institution
Richard SteinbergCity College of New York
This work is supported by NSF and FIPSE
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Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY: Introductory Mechanics
• PER-based Reform at CCNY: Special Relativity
• Conclusion
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Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY: Introductory Mechanics
• PER-based Reform at CCNY: Special Relativity
• Conclusion
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Results from cognitive science
• Principle 1: Knowledge is built from the processing of information received.
» yet our instructional model focuses on students receiving information rather than constructing it
Edward F. Redish, Am. J. Phys. 62, 796-803 (1994).
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Results from cognitive science
• Principle 2: Everything learned is learned via interpretation within a context.
» yet we assume students are able to understand and apply complex ideas in a multitude of situations
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Results from cognitive science
• Principle 3: It is very difficult to change an established mental model substantially.
» yet we expect students to abandon the beliefs they bring in favor of the beliefs we present
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Results of traditional instruction
• Many students leave physics with an unsatisfactory change in their:
» understanding of fundamental concepts andscientific reasoning ability
» understanding of mathematics in physics problems
» epistemological attitudes
• Students’ problem solving techniques are typically context dependent and not groundedin an understanding of the subject matter.
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Introductory calculus-based physics - City College of New York (N=73)
Midterm Exam Question
72 m
a. With what speed was the stone thrown?
b. At what time was the stone moving down with speed 12 m/s?
c. What is the position of the stone when it was moving down with speed 12 m/s?
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Introductory calculus-based physics - City College of New York (N=73)
• The initial speed of the stone:
» 33% gave correct answer
• Time at which stone was moving down 12 m/s:
» 32% gave correct answer
• Position of stone when it was moving down 12 m/s:
» 25% gave correct answer
72 m
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Introductory calculus-based physics - City College of New York (N=73)
Midterm Exam Question
72 m
direction of velocity direction of acceleration
on the way up
at the highest point
on the way down
33% answered correctly
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Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY: Introductory Mechanics
• PER-based Reform at CCNY: Special Relativity
• Conclusion
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Methods of physics education research
• Classroom Observations
• Student Interviews
» demonstration interview
» problem solving interview
• Examination questions
• Free-response and multiple-choice diagnostics
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Research-based curricula
Group Problem Solving Heller - University of Minnesota
Modeling Workshop Project Hestenes - Arizona State University
A New Model Course in QP Redish – University of Maryland Steinberg – CCNY Wittmann – University of Maine
Peer Instruction Mazur - Harvard University
Powerful Ideas in Physical Science AAPT
Tutorials in Introductory Physics / Physics by Inquiry McDermott and Physics Education Group - University of Washington
Tools for Scientific Thinking Sokoloff - University of Oregon Thornton - Tufts University
Understanding Basic Mechanics
Reif - Carnegie Mellon University
Workshop Physics Laws - Dickinson College
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Research-based curricula
Group Problem Solving Heller - University of Minnesota
Modeling Workshop Project Hestenes - Arizona State University
A New Model Course in QP Redish – University of Maryland Steinberg – CCNY Wittmann – University of Maine
Peer Instruction Mazur - Harvard University
Powerful Ideas in Physical Science AAPT
Tutorials in Introductory Physics / Physics by Inquiry McDermott and Physics Education Group - University of Washington
Tools for Scientific Thinking Sokoloff - University of Oregon Thornton - Tufts University
Understanding Basic Mechanics
Reif - Carnegie Mellon University
Workshop Physics Laws - Dickinson College
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Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY: Introductory Mechanics
• PER-based Reform at CCNY: Special Relativity
• Conclusion
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CCNY Students
• Over half of the students were born outside of the United States.
• Over half of the students have learned English as a second language.
• Students come from about 90 different countries.
• No one group represents a majority of the student body.
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Tutorials at CCNY*
traditional recitation: tutorial:
or
*Lillian McDermott and the Physics Education Group at the University of Washington.
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Tutorials at CCNY
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Tutorials at CCNY
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Force Concept Inventory
• 29-item conceptual multiple-choice diagnostic in mechanics
• Distractors are based on the results of extensive research in physics education
at what instants do the objects have the same speed
compare the forces of the car and truck on each other
D. Hestenes, M. Wells, and G. Swackhammer, “Force concept inventory,” Phys. Teach. 30, 141-158 (1992).
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Force Concept Inventory
• Fraction of the possible gain hpost pre
pre
% %
%100
Traditional h = 0.23Tutorial h = 0.43
R.R. Hake, “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Am. J. Phys. 66, 64-74 (1998).
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Force Concept Inventory
• Fraction of the possible gain hpost pre
pre
% %
%100
Traditional h = 0.26(native English)
Traditional h = 0.21(ESL)
Tutorial h = 0.46(native English)
Tutorial h = 0.42(ESL)
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Tutorials at CCNY
Exam Performance
0%
20%
40%
60%
80%
Traditional Tutorial
kin midterm
kin midterm (qualitative)
atwood’s midterm
kin final
energy final
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Tutorials at CCNY
Student Evaluations
0
1
2
3
4
5
Traditional Tutorial
no
t a
pp
lica
ble
tutorials
recitation sections
textbook
laboratories
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Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY: Introductory Mechanics
• PER-based Reform at CCNY: Special Relativity
• Conclusion
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• Case study of two outstanding students working together to try to resolve the twin paradox problem –post instruction on special relativity
Two students’ approaches to the twin paradox problem
Igor:- Received A’s in inquiry-based intro and modern physics courses
Tulio:- Received A’s in traditional intro and modern physics courses
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The Problem
1) When B is above Earth, clocks both read the same time. B travels directly to X which A measures to be 6 light years away.
2) When B reaches X, she quickly comes to a stop and returns to Earth at the same speed.
3) When B reaches Earth, she gets off the rocket and is reunited with her brother. Their physics teacher hands a poster of Einstein to the younger twin. Who gets the poster?
6 light years
0.6cBonnie
Aaron
X
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The Solution
6 light years
Bonnie
Aaron
X
According to Aaron Time to X Time to Earth Total
In Aaron’s frame 10.0 y 10.0 y 20.0 y
In Bonnie’s frame 8.0 y 8.0 y 16.0 y
According to Bonnie Time to X Time to Earth Total
In Aaron’s frame 6.4 y 6.4 y 12.8 y
In Bonnie’s frame 8.0 y 8.0 y 16.0 y
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Overview of interview
• Both students showed strong understanding of elementary special relativity, conceptually and formulaically.
• Neither student was able to grasp all aspects of the problem or resolve the paradox without help.
• Tulio was more prone to use the equations.Igor was more likely to think of the physical implications of the results of the equations.
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Sample responses
Igor: “…It can’t have 2 values at the same time. Its one physical thing. If it says 8 it cannot say 6.4 in another reference frame, its something physical.”
Tulio: “You’re going to have to live with that.”
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Sample responses
Igor: “Do they have to be the same?”
Tulio: “I’m saying no.”
Igor: “Why not?”
Tulio: “Because of relativity.”
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Interview summary
• Tulio would try to fit the physical world to the numbers he got from the equations, whereas Igor would always try to make sure the results of the equations gave answers that made physical sense.
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Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY: Introductory Mechanics
• PER-based Reform at CCNY: Special Relativity
• Conclusion
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Conclusion
• A student-centered, research-based model of physics instruction appears to be a good match for university physics students.
CurriculumDevelopment
Instruction
Research
Model of
Learning