Is there a right way to teach physics?

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Presentation transcript:

Is there a right way to teach physics?

Physics education research (1980–2000) has identified many common misconceptions, has led to construction of standardized diagnostic tests,

Correct responses: pre- and post-traditional instruction 100 Correct (%) 50 Coin toss Cart ramp 1st & 2nd (nl) 1st & 2nd (g)

Physics education research (1980–2000) has identified many common misconceptions, has led to construction of standardized diagnostic tests, has prompted development of targeted teaching strategies.

Interactive Lecture Demonstrations use computers in lectures to log and display data in various representations, rely on carefully controlled teacher-class interactions, claim very substantial gains in student learning.

Correct responses: pre- and post-traditional 100 Correct (%) 50 Coin toss Cart ramp 1st & 2nd (nl) 1st & 2nd (g)

Correct responses: pre- and post-ILD 100 Correct (%) 50 Coin toss Cart ramp 1st & 2nd (nl) 1st & 2nd (g)

Evaluation of ILDs at SU 450 Introductory physics students 4 calculus-based classes 1 “Advanced” stream 3 “Regular” streams 1 Regular class taught with ILDs others used as controls

Course structure (standard): Kinematics, force & motion, work & energy, collisions, rotational dynamics (HRW chapters 1–12 ) 15 1-hour lectures (5 weeks) 2 assignments, 1-hour examination

Course structure (ILD) : Kinematics, force & motion, work & energy, collisions, rotational dynamics (HRW chapters 1–12 ) 11 1-hour lectures 4 1-hour ILD sessions 2 assignments, 1-hour examination

Correct responses: pre-instruction 100 Correct (%) 50 Velocity Coin Acc Coin toss Cart ramp Energy 3rd contact Acceleration 1st & 2nd (nl) 1st & 2nd (g) 3rd collision

Correct responses: pre- and post-instruction 100 Correct (%) 50 Velocity Coin Acc Coin toss Cart ramp Energy 3rd contact Acceleration 1st & 2nd (nl) 1st & 2nd (g) 3rd collision

Relative gain: experimental and control classes 100 Gain (%) 50 Velocity Energy Coin Acc Coin toss Cart ramp 3rd contact Acceleration 1st & 2nd (nl) 1st & 2nd (g) 3rd collision

Average gain: all Introductory classes 100 Average gain (%) 50 Regular (standard) Advanced Regular (ILD)

Exam results: all Regular classes 7 6 5 4 Marks 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 Question number

Exam results: all Regular classes 7 6 5 4 Marks 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 Question number

Conclusions: Is there a cultural bias? Is the laboratory component crucial? Is there no such thing as a magic bullet?