The Role of Research in the Improvement of Physics Education David E. Meltzer Department of Physics and Astronomy Iowa State University Ames, Iowa

Collaborators Mani K. Manivannan (Southwest Missouri State University) Tom Greenbowe (ISU, Chemistry) Graduate Students Jack Dostal (ISU/Montana State) Ngoc-Loan Nguyen (ISU) Tina Fanetti (ISU) Supported in part by the National Science Foundation

Outline What is meant by “improved” physics education? The role of research Some research findings: wherein lies the problem? Some applications of research: possible solutions Future outlook

Physics instruction may have multiple goals: Improve student attitudes toward – and understanding of – scientific process Improve ability in quantitative problem solving Improve students’ laboratory skills Improve students’ understanding of physics concepts, and reasoning skills Also: instructors may “target” different segments of the student population (e.g., top 10%, middle 50%, etc.)

Physics Education As a Research Problem Within the past 25 years, physicists have begun to treat the teaching and learning of physics as a research problem Systematic observation and data collection Identification and control of variables In-depth probing and analysis of students’ thinking Reproducible experiments

U.S. Physics Departments with Active Research Groups in Physics Education American University Arizona State University † Black Hills State University Boise State University California Polytechnic State University, San Luis Obispo California State University, Fullerton California State University, San Marcos Carnegie Mellon University City University of New York Clarion University Grand Valley State University Harvard University Indiana University-Purdue University Fort Wayne Iowa State University* Kansas State University † Montana State University* New Mexico State University North Carolina A&T University North Carolina State University* Ohio State University* Rensselaer Polytechnic Institute* San Diego State University † Southwest Missouri State University Syracuse University Texas Tech University Tufts University University of Central Florida University of Maine* University of Maryland* University of Massachusetts – Amherst University of Minnesota † University of Nebraska* University of Northern Arizona University of Northern Iowa University of Oregon University of Washington* University of Wisconsin – Stout *offer Ph.D. in Physics Education in Physics Department † offer Ph.D. in Physics Education in collaborating department

Goals of Physics Education Research Improved learning by all students – “average” as well as “high performers” More favorable attitudes toward physics (and understanding of it) by nonphysicists Better understanding of learning process in physics – to facilitate continuous improvement in physics teaching  Not a search for the “Perfect Pedagogy” There is no Perfect Pedagogy!

Role of Physics Education Research Investigate learning difficulties Develop and assess more effective curricular materials Implement new instructional methods that make use of improved curricula

Tools of Physics Education Research Conceptual surveys or “diagnostics”: sets of written questions (short answer or multiple choice) emphasizing qualitative understanding (often given “pre” and “post” instruction) e.g. “Force Concept Inventory”; “Force and Motion Conceptual Evaluation”; “Conceptual Survey of Electricity” Students’ written explanations of their reasoning Interviews with students e.g. “individual demonstration interviews” (U. Wash.): students are shown apparatus, asked to make predictions, and then asked to explain and interpret results in their own words

Caution: Careful probing needed! It is very easy to overestimate students’ level of understanding. Students frequently give correct responses based on incorrect reasoning. Students’ written explanations of their reasoning are powerful diagnostic tools. Interviews with students tend to be profoundly revealing … and extremely surprising (and disappointing!) to instructors.

Excerpt from interview: nontechnical physics student DEM: Suppose she is speeding up at a steady rate with constant acceleration. In order for that to happen, do you need to apply a force? And if you need to apply a force, what kind of force: would it be a constant force, increasing force, decreasing force? STUDENT: Yes you need to have a force. It can be a constant force, or it could be an increasing force. DEM:...She is speeding up a steady rate with constant acceleration. STUDENT: Constantly accelerating? Then the force has to be increasing... Wait a minute...The force could be constant, and she could still be accelerating. DEM: Are you saying it could be both? STUDENT: It could be both, because if the force was increasing she would still be constantly accelerating. DEM: What do we mean by constant acceleration? STUDENT: Constantly increasing speed; a constant change in velocity.

Some Specific Issues Many (if not most) students: develop weak qualitative understanding of concepts (If lacking a quantitative problem solution, they are unable to determine relative magnitudes, directions, and rates of change) have a strong tendency to view concepts as unrelated and context-dependent (not as interlinked aspects of broad universal principles) Lack a “functional” understanding of concepts (which would allow problem solving in unfamiliar contexts)

Testing “Functional” Understanding Applying the concepts in unfamiliar situations: Research at the University of Washington [McDermott, 1991] Even students with good grades may perform poorly on qualitative questions in unexpected contexts Performance both before and after standard instruction is essentially the same Example: All batteries and bulbs in these three circuits are identical; rank the brightness of the bulbs. [Answer: A = D = E > B = C] This question has been presented to over 1000 students in algebra- and calculus-based lecture courses. Whether before or after instruction, fewer than 15% give correct responses. A D E B C

Investigations of Expert vs. Novice Problem-Solving Methods [Maloney, 1994] Novices fail to make use of qualitative analysis to construct appropriate representations. [McMillan & Swadener, 1991] Novices attempt to analyze problems based on surface features (“spring” problem, “inclined-plane” problem, etc.) instead of broad physical principles. [Chi et al., 1982] Novices lack hierarchical, interlinked knowledge structures which provide a foundation for expert- like problem-solving technique. [Reif, et al., ]

Difficulties in Changing Representations or Contexts Students are often able to solve problems in one form of representation (e.g. in the form of a graph), but unable to solve the same problem when posed in a different representation (e.g., using “ordinary” language). Students are often able to solve problems in a “physics” context (e.g., a textbook problem using “physics” language), but unable to solve the same problem in a “real world” context (using “ordinary” words).

Changing Contexts: Textbook Problems and “Real” Problems “Standard” Textbook Problem: Cart A, which is moving with a constant velocity of 3 m/s, has an inelastic collision with cart B, which is initially at rest as shown in Figure 8.3. After the collision, the carts move together up an inclined plane. Neglecting friction, determine the vertical height h of the carts before they reverse direction. “Context-Rich” Problem (K. and P. Heller): You are helping your friend prepare for the next skate board exhibition. For her program, she plans to take a running start and then jump onto her heavy-duty 15-lb stationary skateboard. She and the skateboard will glide in a straight line along a short, level section of track, then up a sloped concrete wall. She wants to reach a height of at least 10 feet above where she started before she turns to come back down the slope. She has measured her maximum running speed to safely jump on the skateboard at 7 feet/second. She knows you have taken physics, so she wants you to determine if she can carry out her program as planned. She tells you that she weighs 100 lbs. AB 20° 2.2 kg0.9 kg

Origins of Learning Difficulties Students hold many firm ideas about the physical world that may conflict strongly with physicists’ views. Most introductory students need much guidance in scientific reasoning employing abstract concepts. Most introductory students lack “active learning” skills that would permit more efficient mastery of physics concepts.

“Misconceptions”/Alternative Conceptions Student ideas about the physical world that conflict with physicists’ views Widely prevalent; there are some particular ideas that are almost universally held by beginning students Often very well-defined – not merely a “lack of understanding,” but a very specific idea about what should be the case (but in fact is not) Often -- usually -- very tenacious, and hard to dislodge; Many repeated encounters with conflicting evidence required Examples: –An object in motion must be experiencing a force –A given battery always produces the same current in any circuit –Electric current gets “used up” as it flows around a circuit

Example: Students’ Understanding of Gravitational Forces [Jack Dostal and D.E.M., 1999] Is the magnitude of the force exerted by the asteroid on the Earth larger than, smaller than, or the same as the magnitude of the force exerted by the Earth on the asteroid? Explain the reasoning for your choice. This question was presented in the first week of class to all students taking calculus-based introductory physics at ISU during Fall First-semester Introductory Physics (N = 546): 15% correct responses Second-semester Introductory Physics (N = 414): 38% correct responses Majority of students persist in claiming that Earth exerts greater force because it is larger or more massive Earth asteroid

Another Example: Students’ Beliefs About Gravitation [Jack Dostal and D.E.M., 1999] This question was presented in the first week of class to all students taking calculus-based introductory physics at ISU during Fall First-semester Introductory Physics (N = 534): 32% state that it will “float” or “float away” Second-semester Introductory Physics (N = 408): 23% state that it will “float” or “float away” Significant fraction of students persist in claiming that there is “no gravity” or “insignificant gravity” on the moon Imagine that an astronaut is standing on the surface of the moon holding a pen in one hand. If that astronaut lets go of the pen, what happens to the pen? Why?

But … some students learn efficiently... Highly successful physics students (e.g., future physics instructors!) are “active learners.” –they continuously probe their own understanding [pose their own questions; scrutinize implicit assumptions; examine varied contexts; etc.] –they are sensitive to areas of confusion, and have the confidence to confront them directly Great majority of introductory students are unable to do efficient “active learning” on their own: they don’t know “which questions they need to ask” –they require considerable prodding by instructors, aided by appropriate curricular materials –they need frequent confidence boosts, and hints for finding their way

Keystones of Innovative Pedagogy To encourage active learning, students are led to engage during class time in deeply thought-provoking activities requiring intense mental effort. (“Interactive Engagement.”) Instruction recognizes and deliberately elicits students’ preexisting “alternative conceptions” and other common learning difficulties. The process of science (exploration and discovery) is used as a means for learning science. Students are not “told” things are true; instead, they are guided to figure it out for themselves. (“Inquiry-based learning” )

“Interactive Engagement” “Interactive Engagement” methods require an active learning classroom: Very high levels of interaction between students and instructor Collaborative group work among students during class time Intensive active participation by students in focused learning activities during class time

Elicit Students’ Pre-existing Knowledge Structure Have students make predictions of the outcome of experiments. (Selected to address common conceptual stumbling blocks) Require students to give written explanations of their reasoning. (Aids them to precisely articulate ideas.) Pose specific problems that consistently trigger certain types of learning difficulties. (Based on research) Structure subsequent activities to confront difficulties that were elicited. (Tested through research)

Inquiry-based Learning/ “Discovery” Learning Pedagogical methods in which students are guided through investigations to “discover” concepts Targeted concepts are generally not told to the students in lectures before they have an opportunity to investigate (or at least think about) the idea Can be implemented in the instructional laboratory (“active-learning” laboratory) where students are guided to form conclusions based on evidence they acquire Can be implemented in “lecture” or recitation, by guiding students through chains of reasoning utilizing printed worksheets

Example: Force and Motion A cart on a low-friction surface is being pulled by a string attached to a spring scale. The velocity of the cart is measured as a function of time. The experiment is done three times, and the pulling force is varied each time so that the spring scale reads 1 N, 2 N, and 3 N for trials #1 through #3, respectively. (The mass of the cart is kept the same for each trial.) On the graph below, sketch the appropriate lines for velocity versus time for the three trials, and label them #1, #2, and #3. velocity time

Key Themes of Research-Based Instruction Emphasize qualitative, non-numerical questions to reduce unthoughtful “plug and chug.” Make extensive use of multiple representations to deepen understanding. (graphs, diagrams, sketches, simulations, animations, etc.) Require students to explain their reasoning (verbally or in writing) to more clearly expose their thought processes.

New Approaches to Instruction on Problem Solving A. Van Heuvelen: Require students to construct multiple representations of problem (draw pictures, diagrams, graphs, etc.) P. and K. Heller: Use “context rich” problems posed in natural language containing extraneous and irrelevant information; teach problem-solving strategy F. Reif et al.: Require students to construct problem-solving strategies, and to critically analyze strategies P. D’Allesandris: Use “goal-free” problems with no explicitly stated unknown J. Mestre, W. Gerace, W. Leonard, R. Dufresne: Emphasize student generation of qualitative problem-solving strategies

New Instructional Methods: Active-Learning Laboratories “Microcomputer-based Labs” (P. Laws, R. Thornton, D. Sokoloff): Students make predictions and carry out detailed investigations using real-time computer-aided data acquisition, graphing, and analysis. “Workshop Physics” (P. Laws) is entirely lab-based instruction. “Socratic-Dialogue-Inducing” Labs (R. Hake): Students carry out and analyze activities in detail, aided by “Socratic Dialoguist” instructor who asks leading questions, rather than providing ready-made answers.

New Instructional Methods: Active Learning Text/Workbooks Electric and Magnetic Interactions, R. Chabay and B. Sherwood, Wiley, Understanding Basic Mechanics, F. Reif, Wiley, Physics: A Contemporary Perspective, R. Knight, Addison-Wesley, Six Ideas That Shaped Physics, T. Moore, McGraw- Hill, 1998.

Research-based Software/Multimedia Simulation Software: ActivPhysics (Van Heuvelen and d’Allesandris); Visual Quantum Mechanics (Zollman, Rebello, Escalada) “Intelligent Tutors”: “Freebody,” (Oberem); “Photoelectric Effect,” (Oberem and Steinberg) “Reciprocal Teacher”: “Personal Assistant for Learning,” (Reif and Scott)

New Instructional Methods: University of Washington Model “Elicit, Confront, Resolve” Most thoroughly tested and research-based physics curricular materials; based on 20 years of ongoing work “Physics by Inquiry”: 3-volume lab-based curriculum, primarily for elementary courses, which leads students through extended intensive group investigations. Instructors provide “leading questions” only. “Tutorials for Introductory Physics”: Extensive set of worksheets, designed for use by general physics students working in groups of 3 or 4. Instructors provide guidance and probe understanding with “leading questions.” Aimed at eliciting deep conceptual understanding of frequently misunderstood topics.

Protocol for Testing Worksheets 30% of recitation sections yielded half of one period for students to do worksheets Students work in small groups Remainder of period devoted to normal activities No net additional instructional time on gravitation Conceptual questions added to final exam with instructor’s approval

Pretest Question (Newton’s third law) Is the magnitude of the force exerted by the asteroid on the Earth larger than, smaller than, or the same as the magnitude of the force exerted by the Earth on the asteroid? Explain the reasoning for your choice. Earth asteroid

Post-test Question (Newton’s third law) The rings of the planet Saturn are composed of millions of chunks of icy debris. Consider a chunk of ice in one of Saturn's rings. Which of the following statements is true? A.The gravitational force exerted by the chunk of ice on Saturn is greater than the gravitational force exerted by Saturn on the chunk of ice. B.The gravitational force exerted by the chunk of ice on Saturn is the same magnitude as the gravitational force exerted by Saturn on the chunk of ice. C.The gravitational force exerted by the chunk of ice on Saturn is nonzero, and less than the gravitational force exerted by Saturn on the chunk of ice. D.The gravitational force exerted by the chunk of ice on Saturn is zero. E.Not enough information is given to answer this question.

Results on Newton’s Third Law Questions (Students who gave incorrect answer on pretest question) N Post-test Correct Worksheet 82 84% Non-Worksheet % (calculus-based course, first semester)

Post-test Question (“Lead spheres”) Two lead spheres of mass M are separated by a distance r. They are isolated in space with no other masses nearby. The magnitude of the gravitational force experienced by each mass is F. Now one of the masses is doubled, and they are pushed farther apart to a separation of 2r. Then, the magnitudes of the gravitational forces experienced by the masses are: A. equal, and are equal to F. B. equal, and are larger than F. C. equal, and are smaller than F. D. not equal, but one of them is larger than F. E. not equal, but neither of them is larger than F.

Results on “Lead Spheres” Question (Question given on final exam) N Correct Worksheet % Non-Worksheet % (calculus-based course, first semester)

New Instructional Methods: Active Learning in Large Classes “Active Learning Problem Sheets” (A. Van Heuvelen): Worksheets for in-class use, emphasizing multiple representations (verbal, pictorial, graphical, etc.) “Interactive Lecture Demonstrations” (R. Thornton and D. Sokoloff): students make written predictions of outcomes of demonstrations. “Peer Instruction” (E. Mazur): Lecture segments interspersed with challenging conceptual questions; students discuss with each other and communicate responses to instructor. “Workbook for Introductory Physics” (D. Meltzer and K. Manivannan): combination of multiple-choice questions for instantaneous feedback, and sequences of free-response exercises for in-class use.

Active Learning in Large Classes Drastic de-emphasis of lecturing; Instead, ask students to respond to many questions. Use of communication systems (e.g., “Flash Cards”) to obtain instantaneous feedback from entire class. Cooperative group work using carefully structured free- response worksheets (e.g., “Workbook for Introductory Physics”) Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)

Effectiveness of New Methods:(I) Results on “Force Concept Inventory” (diagnostic exam for mechanics concepts) in terms of “g”: overall learning gain (posttest - pretest) as a percentage of maximum possible gain Survey of 4500 students in 48 “interactive engagement” courses showed g = 0.48 ± > highly significant improvement compared to non-Interactive- Engagement classes (g = 0.23 ± 0.04) (R. Hake, Am. J. Phys. 66, 64 [1998]) Survey of 281 students in 4 courses using “MBL” labs showed g = 0.34 (range: ) (non-Interactive-Engagement: g = 0.18) (E. Redish, J. Saul, and R. Steinberg, Am. J. Phys. 66, 64 [1998])

Effectiveness of New Methods: (II) Results on “Force and Motion Conceptual Evaluation” (diagnostic exam for mechanics concepts, involving both graphs and “natural language”) Subjects: 630 students in three noncalculus general physics courses using “MBL” labs at the University of Oregon Results (posttest; % correct): Non-MBL MBL Graphical Questions Natural Language (R. Thornton and D. Sokoloff, Am. J. Phys. 66, 338 [1998])

Effectiveness of New Methods: (III) University of Washington, Physics Education Group RANK THE BULBS ACCORDING TO BRIGHTNESS. ANSWER: A=D=E > B=C Results: Problem given to students in calculus-based course 10 weeks after completion of instruction. Proportion of correct responses is shown for: Students in lecture class: 15% Students in “lecture + tutorial” class: 45% (P. Shaffer and L. McDermott, Am. J. Phys. 60, 1003 [1992]) [At Southeastern Louisiana University, problem given on final exam in algebra-based course using “Workbook for Introductory Physics” Results: more than 50% correct responses.] D E C A B

Challenges Ahead... Many (most?) students are comfortable and familiar with more passive methods of learning science. Active learning methods are always challenging, and frequently frustrating for students. Some (many?) react with anger. Active learning methods and curricula are not “instructor proof.” Training, experience, energy and commitment are needed to use them effectively.

Summary Much has been learned about how students learn physics, and about specific difficulties that are commonly encountered. Based on this research, many innovative instructional methods have been implemented that show evidence of significant learning gains. The process of improving physics instruction is likely to be endless: we will never achieve “perfection,” and there will always be more to learn about the teaching process.