1. Cooperative Learning in an Active- Engagement Instructional Environment David E. Meltzer School of Educational Innovation and Teacher Preparation Arizona State University, Polytechnic Campus Mesa, AZ david.meltzer@asu.edu Supported by NSF Division of Undergraduate Education

2. www.physicseducation.net All presentations archived here:

3. Outline Motivation and description of active- engagement teaching strategy. Watch video (18 minutes): pauses for comments and questions Describe details of questioning strategies Group work: Work with others in your (or related) discipline to create question sequences.

4. Outline Motivation and description of active- engagement teaching strategy Watch video (18 minutes): pauses for comments and questions Describe details of questioning strategies Group work: Work with others in your (or related) discipline to create question sequences.

5. Outline Motivation and description of active- engagement teaching strategy Watch video (18 minutes): pauses for comments and questions Describe details of questioning strategies Group work: Work with others in your (or related) discipline to create question sequences.

6. Outline Motivation and description of active- engagement teaching strategy Watch video (18 minutes): pauses for comments and questions Describe details of questioning strategies Group work: Work with others in your (or related) discipline to create question sequences.

7. Outline Motivation and description of active- engagement teaching strategy Watch video (18 minutes): pauses for comments and questions Describe details of questioning strategies Discussion of practical and implementation issues

8. Real-time In-class Formative Assessment The Problem: How can the instructor assess students’ thinking during class and modify in- class instructional activities accordingly? Our Goal: Develop and test materials that both –provide a basis for in-class instructional activities, and –assist the instructor in monitoring student thinking, moment-to-moment   in the context of large-enrollment classes

9. Our Materials: Carefully sequenced sets of multiple-choice questions Emphasize qualitative, conceptual items Make heavy use of multiple representations Designed to maximize student-instructor interaction in large classes Allow rapid assessment of student learning Assist instructors in structuring and guiding their presentations and instructional activities

10. Our Materials: Carefully sequenced sets of multiple-choice questions Emphasize qualitative, conceptual items Make heavy use of multiple representations Allow rapid assessment of student learning Assist in structuring and guiding the presentations and instructional activities

11. Motivation Research in physics education suggests that: Problem-solving activities with rapid feedback yield improved learning gains Eliciting and addressing common conceptual difficulties improves learning and retention

12. Research in physics education and other scientific and technical fields suggests that: “Teaching by telling” has only limited effectiveness –can inform students of isolated bits of factual knowledge For understanding of –inter-relationships of diverse phenomena –deep theoretical explanation of concepts  students have to “figure it out for them- selves” by struggling intensely with ideas

13. Research in physics education and other scientific and technical fields suggests that: “Teaching by telling” has only limited effectiveness –can inform students of isolated bits of factual knowledge For understanding of –inter-relationships of diverse phenomena –deep theoretical explanation of concepts  students have to “figure it out for them- selves” by struggling intensely with ideas

14. Research in physics education and other scientific and technical fields suggests that: “Teaching by telling” has only limited effectiveness –can inform students of isolated bits of factual knowledge For understanding of –inter-relationships of diverse phenomena –deep theoretical explanation of concepts .... dents have to “figure it out for them- selves” by struggling intensely with ideas

15. Research in physics education and other scientific and technical fields suggests that: “Teaching by telling” has only limited effectiveness –can inform students of isolated bits of factual knowledge For understanding of –inter-relationships of diverse phenomena –deep theoretical explanation of concepts  students have to “figure it out for them- selves” by struggling intensely with ideas

16. Research in physics education and other scientific and technical fields suggests that: “Teaching by telling” has only limited effectiveness –listening and note-taking have relatively little impact Problem-solving activities with rapid feedback yield improved learning gains –student group work –frequent question-and-answer exchanges with instructor Goal: Guide students to “figure things out for themselves” as much as possible

17. Research in physics education and other scientific and technical fields suggests that: “Teaching by telling” has only limited effectiveness –listening and note-taking have relatively little impact Problem-solving activities with rapid feedback yield improved learning gains –student group work –frequent question-and-answer exchanges with instructor Goal: Guide students to “figure things out for themselves” as much as possible

18. Research in physics education and other scientific and technical fields suggests that: “Teaching by telling” has only limited effectiveness –listening and note-taking have relatively little impact Problem-solving activities with rapid feedback yield improved learning gains –student group work –frequent question-and-answer exchanges with instructor Goal: Guide students to “figure things out for themselves” as much as possible

19. What Role for Instructors? Introductory students often don’t know what questions they need to ask –or what lines of thinking may be most productive Instructor’s role becomes that of guiding students to ask and answer useful questions –aid students to work their way through complex chains of thought

20. What Role for Instructors? Introductory students often don’t know what questions they need to ask –or what lines of thinking may be most productive Instructor’s role becomes that of guiding students to ask and answer useful questions –aid students to work their way through complex chains of thought

21. What Role for Instructors? Introductory students often don’t know what questions they need to ask –or what lines of thinking may be most productive Instructor’s role becomes that of guiding students to ask and answer useful questions –aid students to work their way through complex chains of thought

22. What Role for Instructors? Introductory students often don’t know what questions they need to ask –or what lines of thinking may be most productive Instructor’s role becomes that of guiding students to ask and answer useful questions –aid students to work their way through complex chains of thought

23. What needs to go on in class? Clear and organized presentation by instructor is not at all sufficient Must find ways to guide students to synthesize concepts in their own minds Instructor’s role becomes that of guiding students to ask and answer useful questions –aid students to work their way through complex chains of thought

24. What needs to go on in class? Clear and organized presentation by instructor is not at all sufficient Must find ways to guide students to synthesize concepts in their own minds Instructor’s role becomes that of guiding students to ask and answer useful questions –aid students to work their way through complex chains of thought

25. What needs to go on in class? Clear and organized presentation by instructor is not at all sufficient Must find ways to guide students to synthesize concepts in their own minds Instructor’s role becomes that of guiding students to ask and answer useful questions –aid students to work their way through complex chains of thought

26. What needs to go on in class? Clear and organized presentation by instructor is not at all sufficient Must find ways to guide students to synthesize concepts in their own minds Instructor’s role becomes that of guiding students through problem-solving activities –aid students to work their way through complex chains of thought

27. What needs to go on in class? Clear and organized presentation by instructor is not at all sufficient Must find ways to guide students to synthesize concepts in their own minds Instructor’s role becomes that of guiding students through problem-solving activities –aid students to work their way through complex chains of thought

28. What needs to go on in class? Clear and organized presentation by instructor is not at all sufficient Must find ways to guide students to synthesize concepts in their own minds Focus of classroom becomes activities and thinking in which students are engaged –and not what the instructor is presenting or how it is presented

29. Active-Learning Pedagogy (“Interactive Engagement”) problem-solving activities during class time –student group work –frequent question-and-answer exchanges “guided-inquiry” methodology: guide students with leading questions, through structured series of research-based problems dress common learning Goal: Guide students to “figure things out for themselves” as much as possibleuide students to “figure things out for themselves” as much as possible

30. 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.

31. 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.

32. 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.

33. 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, words, simulations, animations, etc.) Require students to explain their reasoning (verbally or in writing) to more clearly expose their thought processes.

34. 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, words, simulations, animations, etc.) Require students to explain their reasoning (verbally or in writing) to more clearly expose their thought processes.

35. 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, words, simulations, animations, etc.) Deliberately elicit and address common learning difficulties (which have been uncovered through subject-specific research).

36. The Biggest Challenge: Large Lecture Classes Very difficult to sustain active learning in large classroom environments Two-way communication between students and instructor becomes paramount obstacle Curriculum development must be matched to innovative instructional methods Example: Curriculum and Instruction in Algebra-based Physics

37. The Biggest Challenge: Large Lecture Classes Very difficult to sustain active learning in large classroom environments Two-way communication between students and instructor becomes paramount obstacle Curriculum development must be matched to innovative instructional methods Example: Curriculum and Instruction in Algebra-based Physics

38. The Biggest Challenge: Large Lecture Classes Very difficult to sustain active learning in large classroom environments Two-way communication between students and instructor becomes paramount obstacle Curriculum development must be matched to innovative instructional methods Example: Curriculum and Instruction in Algebra-based Physics

39. The Biggest Challenge: Large Lecture Classes Very difficult to sustain active learning in large classroom environments Two-way communication between students and instructor becomes paramount obstacle Curriculum development must be matched to innovative instructional methods Example: Curriculum and Instruction in Algebra-based Physics

40. Active Learning in Large Classes De-emphasis of lecturing; Instead, ask students to respond to questions targeted at known difficulties. Use of classroom communication systems to obtain instantaneous feedback from entire class. Incorporate cooperative group work using both multiple-choice and free-response items Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)

41. Active Learning in Large Classes De-emphasis of lecturing; Instead, ask students to respond to questions targeted at known difficulties. Use of classroom communication systems to obtain instantaneous feedback from entire class. Incorporate cooperative group work using both multiple-choice and free-response items Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)

42. “Fully Interactive” Physics Lecture DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002) Very high levels of student-student and student- instructor interaction Simulate one-on-one dialogue of instructor’s office Use numerous structured question sequences, focused on specific concept: small conceptual “step size” Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”) –Extension to highly interactive physics demonstrations (K. Manivannan and DEM, Proc. of PER Conf. 2001) v

43. “Fully Interactive” Physics Lecture DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002) Very high levels of student-student and student- instructor interaction Simulate one-on-one dialogue of instructor’s office Use numerous structured question sequences, focused on specific concept: small conceptual “step size” Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”) –Extension to highly interactive physics demonstrations (K. Manivannan and DEM, Proc. of PER Conf. 2001) v

44. “Fully Interactive” Physics Lecture DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002) Very high levels of student-student and student- instructor interaction Simulate one-on-one dialogue of instructor’s office Use numerous structured question sequences, focused on specific concept: small conceptual “step size” Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”) –Extension to highly interactive physics demonstrations (K. Manivannan and DEM, Proc. of PER Conf. 2001) v

45. “Fully Interactive” Physics Lecture DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002) Very high levels of student-student and student- instructor interaction Simulate one-on-one dialogue of instructor’s office Use numerous structured question sequences, focused on specific concept: small conceptual “step size” Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”) –Extension to highly interactive physics demonstrations (K. Manivannan and DEM, Proc. of PER Conf. 2001) v

46. “Fully Interactive” Physics Lecture DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002) Very high levels of student-student and student- instructor interaction Simulate one-on-one dialogue of instructor’s office Use numerous structured question sequences, focused on specific concept: small conceptual “step size” Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”) –Extension to highly interactive physics demonstrations (K. Manivannan and DEM, Proc. of PER Conf. 2001) v [a variant of Mazur’s “Peer Instruction”]

49. Sequence of Activities Very brief introductory lectures (  10 minutes) Students work through sequence of multiple-choice questions, signal responses using flash cards Some “lecture” time used for group work on worksheets Recitations run as “tutorials” (University-of- Washington style); students use worksheets with instructor guidance Homework assigned out of Workbook

50. Sequence of Activities Very brief introductory lectures (  10 minutes) Students work through sequence of multiple-choice questions, signal responses using flash cards Some “lecture” time used for group work on worksheets Recitations run as “tutorials” (University-of- Washington style); students use worksheets with instructor guidance Homework assigned out of Workbook

51. Sequence of Activities Very brief introductory lectures (  10 minutes) Students work through sequence of multiple-choice questions, signal responses using flash cards Some “lecture” time used for group work on worksheets Recitations run as “tutorials” (University-of- Washington style); students use worksheets with instructor guidance Homework assigned out of Workbook

52. Sequence of Activities Very brief introductory lectures (  10 minutes) Students work through sequence of multiple-choice questions, signal responses using flash cards Some “lecture” time used for group work on worksheets Recitations run as “tutorials” (University-of- Washington style); students use worksheets with instructor guidance Homework assigned out of Workbook

53. Sequence of Activities Very brief introductory lectures (  10 minutes) Students work through sequence of multiple-choice questions, signal responses using flash cards Some “lecture” time used for group work on worksheets Recitations run as “tutorials”: students use worksheets with instructor guidance Homework assigned out of Workbook

54. Sequence of Activities Very brief introductory lectures (  10 minutes) Students work through sequence of multiple-choice questions, signal responses using flash cards Some “lecture” time used for group work on worksheets Recitations run as “tutorials”: students use worksheets with instructor guidance Homework assigned out of workbook

55. Features of the Interactive Lecture High frequency of questioning Must often create unscripted questions Easy questions used to maintain flow Many question variants are possible Instructor must be prepared to use diverse questioning strategies

56. Features of the Interactive Lecture High frequency of questioning Must often create unscripted questions Easy questions used to maintain flow Many question variants are possible Instructor must be prepared to use diverse questioning strategies

57. Features of the Interactive Lecture High frequency of questioning Must often create unscripted questions Easy questions used to maintain flow Many question variants are possible Instructor must be prepared to use diverse questioning strategies

58. Features of the Interactive Lecture High frequency of questioning Must often create unscripted questions Easy questions used to maintain flow Many question variants are possible Instructor must be prepared to use diverse questioning strategies

59. Features of the Interactive Lecture High frequency of questioning Must often create unscripted questions Easy questions used to maintain flow Many question variants are possible Instructor must be prepared to use diverse questioning strategies

60. Features of the Interactive Lecture High frequency of questioning Must often create unscripted questions Easy questions used to maintain flow Many question variants are possible Instructor must be prepared to use diverse questioning strategies

61. Video (18 minutes) Excerpt from class taught at Southeastern Louisiana University in 1997 Algebra-based general physics course First Part: Students respond to questions written on blackboard. Second Part: Students respond to questions printed in their workbook.

62. Video (18 minutes) Excerpt from class taught at Southeastern Louisiana University in 1997 Algebra-based general physics course First Part: Students respond to questions written on blackboard. Second Part: Students respond to questions printed in their workbook.

63. Video (18 minutes) Excerpt from class taught at Southeastern Louisiana University in 1997 Algebra-based general physics course First Part: Students respond to questions written on blackboard. Second Part: Students respond to questions printed in their workbook.

64. Video (18 minutes) Excerpt from class taught at Southeastern Louisiana University in 1997 Algebra-based general physics course First Part: Students respond to questions written on blackboard. Second Part: Students respond to questions printed in their workbook.

65. Video (18 minutes) Excerpt from class taught at Southeastern Louisiana University in 1997 Algebra-based general physics course First Part: Students respond to questions written on blackboard. Second Part: Students respond to questions printed in their workbook.

66. Curriculum Requirements for Fully Interactive Lecture Many question sequences employing multiple representations, covering full range of topics Free-response worksheets adaptable for use in lecture hall Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)

67. Curriculum Requirements for Fully Interactive Lecture Many question sequences employing multiple representations, covering full range of topics Free-response worksheets adaptable for use in lecture hall Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)

68. Curriculum Requirements for Fully Interactive Lecture Many question sequences employing multiple representations, covering full range of topics Free-response worksheets adaptable for use in lecture hall Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)

69. Curriculum Requirements for Fully Interactive Lecture Many question sequences employing multiple representations, covering full range of topics Free-response worksheets adaptable for use in lecture hall Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)

70. Curriculum Requirements for Fully Interactive Lecture Many question sequences employing multiple representations, covering full range of topics Free-response worksheets adaptable for use in lecture hall Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)

71. Curriculum Requirements for Fully Interactive Lecture Many question sequences employing multiple representations, covering full range of topics Free-response worksheets adaptable for use in lecture hall Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002) Supported by NSF under “Assessment of Student Achievement” program

73. dem@physicseducation.net

74. video

75. Features of the Interactive Lecture High frequency of questioning Must often create unscripted questions Easy questions used to maintain flow Many question variants are possible Instructor must be prepared to use diverse questioning strategies

76. High frequency of questioning Time per question can be as little as 15 seconds, as much as several minutes. –similar to rhythm of one-on-one tutoring Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.

77. High frequency of questioning Time per question can be as little as 15 seconds, as much as several minutes. –similar to rhythm of one-on-one tutoring Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.

78. High frequency of questioning Time per question can be as little as 15 seconds, as much as several minutes. –similar to rhythm of one-on-one tutoring Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.

79. High frequency of questioning Time per question can be as little as 15 seconds, as much as several minutes. –similar to rhythm of one-on-one tutoring Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.

80. Must often create unscripted questions Not possible to pre-determine all possible discussion paths Knowledge of probable conceptual sticking points is important Make use of standard question variants Write question and answer options on board (but can delay writing answers, give time for thought)

81. Must often create unscripted questions Not possible to pre-determine all possible discussion paths Knowledge of probable conceptual sticking points is important Make use of standard question variants Write question and answer options on board (but can delay writing answers, give time for thought)

82. Must often create unscripted questions Not possible to pre-determine all possible discussion paths Knowledge of probable conceptual sticking points is important Make use of standard question variants Write question and answer options on board (but can delay writing answers, give time for thought)

83. Must often create unscripted questions Not possible to pre-determine all possible discussion paths Knowledge of probable conceptual sticking points is important Make use of standard question variants Write question and answer options on board (but can delay writing answers, give time for thought)

84. Must often create unscripted questions Not possible to pre-determine all possible discussion paths Knowledge of probable conceptual sticking points is important Make use of standard question variants Write question and answer options on board (but can delay writing answers, give time for thought)

85. Easy questions used to maintain flow Easy questions (> 90% correct responses) build confidence and encourage student participation. If discussion bogs down due to confusion, can jump start with easier questions. Goal is to maintain continuous and productive discussion with and among students.

86. Easy questions used to maintain flow Easy questions (> 90% correct responses) build confidence and encourage student participation. If discussion bogs down due to confusion, can jump start with easier questions. Goal is to maintain continuous and productive discussion with and among students.

87. Easy questions used to maintain flow Easy questions (> 90% correct responses) build confidence and encourage student participation. If discussion bogs down due to confusion, can jump start with easier questions. Goal is to maintain continuous and productive discussion with and among students.

88. Easy questions used to maintain flow Easy questions (> 90% correct responses) build confidence and encourage student participation. If discussion bogs down due to confusion, can jump start with easier questions. Goal is to maintain continuous and productive discussion with and among students.

89. Many question variants are possible Minor alterations to question can generate provocative change in context –add/subtract/change system elements (force, resistance, etc.) Use standard questioning paradigms: –greater than, less than, equal to –increase, decrease, remain the same –left, right, up, down, in, out

90. Many question variants are possible Minor alterations to question can generate provocative change in context. –add/subtract/change system elements (force, resistance, etc.) Use standard questioning paradigms: –greater than, less than, equal to –increase, decrease, remain the same –left, right, up, down, in, out

91. Many question variants are possible Minor alterations to question can generate provocative change in context. –add/subtract/change system elements (force, resistance, etc.) Use standard questioning paradigms: –greater than, less than, equal to –increase, decrease, remain the same –left, right, up, down, in, out

92. Many question variants are possible Minor alterations to question can generate provocative change in context. –add/subtract/change system elements (force, resistance, etc.) Use standard questioning paradigms: –greater than, less than, equal to –increase, decrease, remain the same –left, right, up, down, in, out

93. Many question variants are possible Minor alterations to question can generate provocative change in context. –add/subtract/change system elements (force, resistance, etc.) Use standard questioning paradigms: –greater than, less than, equal to –increase, decrease, remain the same –left, right, up, down, in, out

94. Many question variants are possible Minor alterations to question can generate provocative change in context. –add/subtract/change system elements (force, resistance, etc.) Use standard questioning paradigms: –greater than, less than, equal to –increase, decrease, remain the same –left, right, up, down, in, out

95. Many question variants are possible Minor alterations to question can generate provocative change in context. –add/subtract/change system elements (force, resistance, etc.) Use standard questioning paradigms: –greater than, less than, equal to –increase, decrease, remain the same –left, right, up, down, in, out

96. Instructor must be prepared to use diverse questioning strategies If discussion dead-ends due to student confusion, might need to backtrack to material already covered. If one questioning sequence is not successful, an alternate sequence may be helpful. Instructor can solicit suggested answers from students and build discussion on those.

97. Instructor must be prepared to use diverse questioning strategies If discussion dead-ends due to student confusion, might need to backtrack to material already covered. If one questioning sequence is not successful, an alternate sequence may be helpful. Instructor can solicit suggested answers from students and build discussion on those.

98. Instructor must be prepared to use diverse questioning strategies If discussion dead-ends due to student confusion, might need to backtrack to material already covered. If one questioning sequence is not successful, an alternate sequence may be helpful. Instructor can solicit suggested answers from students and build discussion on those.

99. Instructor must be prepared to use diverse questioning strategies If discussion dead-ends due to student confusion, might need to backtrack to material already covered. If one questioning sequence is not successful, an alternate sequence may be helpful. Instructor can solicit suggested answers from students and build discussion on those.

100. Interactive Question Sequence Set of closely related questions addressing diverse aspects of single concept Progression from easy to hard questions Use multiple representations (diagrams, words, equations, graphs, etc.) Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking

101. Interactive Question Sequence Set of closely related questions addressing diverse aspects of single concept Progression from easy to hard questions Use multiple representations (diagrams, words, equations, graphs, etc.) Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking

102. Interactive Question Sequence Set of closely related questions addressing diverse aspects of single concept Progression from easy to hard questions Use multiple representations (diagrams, words, equations, graphs, etc.) Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking

103. Interactive Question Sequence Set of closely related questions addressing diverse aspects of single concept Progression from easy to hard questions Use multiple representations (diagrams, words, equations, graphs, etc.) Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking

104. Interactive Question Sequence Set of closely related questions addressing diverse aspects of single concept Progression from easy to hard questions Use multiple representations (diagrams, words, equations, graphs, etc.) Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking

105. “Flash-Card” Questions

112. #1: A: 0% B: 7% C: 93% D: 0% E: 0% #1: A: 0% B: 7% C: 93% D: 0% E: 0% #1: A: 0% B: 7% C: 93% D: 0% E: 0% #1: A: 0% B: 7% C: 93% D: 0% E: 0%

113. #1: A: 0% B: 7% C: 93% D: 0% E: 0% #1: A: 0% B: 7% C: 93% D: 0% E: 0% #1: A: 0% B: 7% C: 93% D: 0% E: 0% #1: A: 0% B: 7% C: 93% D: 0% E: 0% #1: A: 0% B: 7% C: 93% D: 0% E: 0% #2: A: 10% B: 8% C: 77% D: 2% E: 5%

114. #7: A: 2% B: 3% C: 3% D: 83% E: 9% #8: A: 0% B: 2% C: 8% D: 87% E: 3%

115. #9: A: 0% B: 13% C: 7% D: 53% E: 22% #10: A: 67% B: 20% C: 9% D: 2% E: 0%

116. Problem “Dissection” Technique Decompose complicated problem into conceptual elements Work through problem step by step, with continual feedback from and interaction with the students May be applied to both qualitative and quantitative problems Example: Electrostatic Forces

117. Problem “Dissection” Technique Decompose complicated problem into conceptual elements Work through problem step by step, with continual feedback from and interaction with the students May be applied to both qualitative and quantitative problems Example: Electrostatic Forces

118. Problem “Dissection” Technique Decompose complicated problem into conceptual elements Work through problem step by step, with continual feedback from and interaction with the students May be applied to both qualitative and quantitative problems Example: Electrostatic Forces

119. Problem “Dissection” Technique Decompose complicated problem into conceptual elements Work through problem step by step, with continual feedback from and interaction with the students May be applied to both qualitative and quantitative problems Example: Electrostatic Forces

120. Problem “Dissection” Technique Decompose complicated problem into conceptual elements Work through problem step by step, with continual feedback from and interaction with the students May be applied to both qualitative and quantitative problems Example: Electrostatic Forces

121. ff Four charges are arranged on a rectangle as shown in Fig. 1. (q 1 = q 3 = +10.0  C and q 2 = q 4 = -15.0  C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q 1. Question #1: How many forces (due to electrical interactions) are acting on charge q 1 ? (A) 0(B) 1(C) 2(D) 3(E) 4(F) Not sure/don’t know

122. ff Four charges are arranged on a rectangle as shown in Fig. 1. (q 1 = q 3 = +10.0  C and q 2 = q 4 = -15.0  C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q 1. Question #1: How many forces (due to electrical interactions) are acting on charge q 1 ? (A) 0(B) 1(C) 2(D) 3(E) 4(F) Not sure/don’t know

123. ff Four charges are arranged on a rectangle as shown in Fig. 1. (q 1 = q 3 = +10.0  C and q 2 = q 4 = -15.0  C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q 1. Question #1: How many forces (due to electrical interactions) are acting on charge q 1 ? (A) 0(B) 1(C) 2(D) 3(E) 4(F) Not sure/don’t know

124. ff Four charges are arranged on a rectangle as shown in Fig. 1. (q 1 = q 3 = +10.0  C and q 2 = q 4 = -15.0  C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q 1. Question #1: How many forces (due to electrical interactions) are acting on charge q 1 ? (A) 0(B) 1(C) 2(D) 3(E) 4(F) Not sure/don’t know

125. For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F. Question #2: Direction of force on q 1 due to q 2 Question #3: Direction of force on q 1 due to q 3 Question #4: Direction of force on q 1 due to q 4

126. For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F. Question #2: Direction of force on q 1 due to q 2 Question #3: Direction of force on q 1 due to q 3 Question #4: Direction of force on q 1 due to q 4

127. For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F. Question #2: Direction of force on q 1 due to q 2 Question #3: Direction of force on q 1 due to q 3 Question #4: Direction of force on q 1 due to q 4

128. For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F. Question #2: Direction of force on q 1 due to q 2 Question #3: Direction of force on q 1 due to q 3 Question #4: Direction of force on q 1 due to q 4

129. Let F 2, F 3, and F 4 be the magnitudes of the force on q 1 due to q 2, due to q 3, and due to q 4 respectively. Question #5. F 2 is given by (A) kq 1 q 2 /a 2 (B) kq 1 q 2 /b 2 (C) kq 1 q 2 /(a 2 + b 2 ) (D) kq 1 q 2 /  (a 2 + b 2 ) (E) None of the above (F) Not sure/Don’t know Question #6. F 3 is given by (A) kq 1 q 3 /a 2 (B) kq 1 q 3 /b 2 (C) kq 1 q 3 /(a 2 + b 2 ) (D) kq 1 q 3 /  (a 2 + b 2 ) (E) None of the above (F) Not sure/Don’t know

130. Let F 2, F 3, and F 4 be the magnitudes of the force on q 1 due to q 2, due to q 3, and due to q 4 respectively. Question #5. F 2 is given by (A) kq 1 q 2 /a 2 (B) kq 1 q 2 /b 2 (C) kq 1 q 2 /(a 2 + b 2 ) (D) kq 1 q 2 /  (a 2 + b 2 ) (E) None of the above (F) Not sure/Don’t know Question #6. F 3 is given by (A) kq 1 q 3 /a 2 (B) kq 1 q 3 /b 2 (C) kq 1 q 3 /(a 2 + b 2 ) (D) kq 1 q 3 /  (a 2 + b 2 ) (E) None of the above (F) Not sure/Don’t know

131. Let F 2, F 3, and F 4 be the magnitudes of the force on q 1 due to q 2, due to q 3, and due to q 4 respectively. Question #5. F 2 is given by (A) kq 1 q 2 /a 2 (B) kq 1 q 2 /b 2 (C) kq 1 q 2 /(a 2 + b 2 ) (D) kq 1 q 2 /  (a 2 + b 2 ) (E) None of the above (F) Not sure/Don’t know Question #6. F 3 is given by (A) kq 1 q 3 /a 2 (B) kq 1 q 3 /b 2 (C) kq 1 q 3 /(a 2 + b 2 ) (D) kq 1 q 3 /  (a 2 + b 2 ) (E) None of the above (F) Not sure/Don’t know

132. Let F 2, F 3, and F 4 be the magnitudes of the force on q 1 due to q 2, due to q 3, and due to q 4 respectively. Question #5. F 2 is given by (A) kq 1 q 2 /a 2 (B) kq 1 q 2 /b 2 (C) kq 1 q 2 /(a 2 + b 2 ) (D) kq 1 q 2 /  (a 2 + b 2 ) (E) None of the above (F) Not sure/Don’t know Question #6. F 3 is given by (A) kq 1 q 3 /a 2 (B) kq 1 q 3 /b 2 (C) kq 1 q 3 /(a 2 + b 2 ) (D) kq 1 q 3 /  (a 2 + b 2 ) (E) None of the above (F) Not sure/Don’t know (etc.)

133. Assessment Data Scores on Conceptual Survey of Electricity and Magnetism, 14-item electricity subset Sample N National sample (algebra-based) 402 National sample (calculus-based) 1496

134. D. Maloney, T. O’Kuma, C. Hieggelke, and A. Van Heuvelen, PERS of Am. J. Phys. 69, S12 (2001).

136. Assessment Data Scores on Conceptual Survey of Electricity and Magnetism, 14-item electricity subset Sample N National sample (algebra-based) 402 National sample (calculus-based) 1496

137. Assessment Data Scores on Conceptual Survey of Electricity and Magnetism, 14-item electricity subset Sample N Mean pre-test score National sample (algebra-based) 402 27% National sample (calculus-based) 1496

138. Assessment Data Scores on Conceptual Survey of Electricity and Magnetism, 14-item electricity subset Sample N Mean pre-test score National sample (algebra-based) 402 27% National sample (calculus-based) 1496 37%

139. Assessment Data Scores on Conceptual Survey of Electricity and Magnetism, 14-item electricity subset Sample N Mean pre-test scoreMean post-test score National sample (algebra-based) 402 27%43% National sample (calculus-based) 1496 37%51%

140. Assessment Data Scores on Conceptual Survey of Electricity and Magnetism, 14-item electricity subset Sample N Mean pre-test scoreMean post-test score National sample (algebra-based) 402 27%43%0.22 National sample (calculus-based) 1496 37%51%0.22

141. Assessment Data Scores on Conceptual Survey of Electricity and Magnetism, 14-item electricity subset Sample N Mean pre-test scoreMean post-test score National sample (algebra-based) 402 27%43%0.22 National sample (calculus-based) 1496 37%51%0.22 ISU 1998 70 30% ISU 1999 87 26% ISU 2000 66 29%

142. Assessment Data Scores on Conceptual Survey of Electricity and Magnetism, 14-item electricity subset Sample N Mean pre-test scoreMean post-test score National sample (algebra-based) 402 27%43%0.22 National sample (calculus-based) 1496 37%51%0.22 ISU 1998 70 30%75% ISU 1999 87 26%79% ISU 2000 66 29%79%

143. Assessment Data Scores on Conceptual Survey of Electricity and Magnetism, 14-item electricity subset Sample N Mean pre-test scoreMean post-test score National sample (algebra-based) 402 27%43%0.22 National sample (calculus-based) 1496 37%51%0.22 ISU 1998 70 30%75%0.64 ISU 1999 87 26%79%0.71 ISU 2000 66 29%79%0.70

144. Quantitative Problem Solving: Are skills being sacrificed? ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity N Mean Score Physics 221: F97 & F98 Six final exam questions 32056% Physics 112: F98 Six final exam questions 7677% Physics 221: F97 & F98 Subset of three questions 37259% Physics 112: F98, F99, F00 Subset of three questions 24178%

145. Quantitative Problem Solving: Are skills being sacrificed? ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity N Mean Score Physics 221: F97 & F98 Six final exam questions 32056% Physics 112: F98 Six final exam questions 7677% Physics 221: F97 & F98 Subset of three questions 37259% Physics 112: F98, F99, F00 Subset of three questions 24178%

146. Quantitative Problem Solving: Are skills being sacrificed? ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity N Mean Score Physics 221: F97 & F98 Six final exam questions 32056% Physics 112: F98 Six final exam questions 7677% Physics 221: F97 & F98 Subset of three questions 37259% Physics 112: F98, F99, F00 Subset of three questions 24178%

147. Quantitative Problem Solving: Are skills being sacrificed? ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity N Mean Score Physics 221: F97 & F98 Six final exam questions 32056% Physics 112: F98 Six final exam questions 7677% Physics 221: F97 & F98 Subset of three questions 37259% Physics 112: F98, F99, F00 Subset of three questions 24178%

148. Quantitative Problem Solving: Are skills being sacrificed? ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity N Mean Score Physics 221: F97 & F98 Six final exam questions 32056% Physics 112: F98 Six final exam questions 7677% Physics 221: F97 & F98 Subset of three questions 37259% Physics 112: F98, F99, F00 Subset of three questions 24178%

149. Summary Focus on what the students are doing in class, not on what the instructor is doing Guide students to answer questions and solve problems during class Maximize interaction between students and instructor (use communication system) and among students themselves (use group work)