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Reform of Introductory Calculus-based Physics: A View From One Small Branch on the Tree. Teresa L. Larkin American University Washington, DC Introductory Calculus-based Physics Conference Crystal City Marriott – Arlington, VA October 31, 2003. Outline. Introduction Why are we here? - PowerPoint PPT Presentation
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Reform of Introductory Calculus-based Physics: A View From One Small Branch on the Tree
Teresa L. LarkinAmerican University
Washington, DC
Introductory Calculus-based Physics Conference
Crystal City Marriott – Arlington, VAOctober 31, 2003
Outline Introduction
Why are we here? What is “reform”? Does the wheel need to be reinvented (yet again)?
Introductory Physics Reform Efforts Shift in emphasis from teaching to learning
and learning outcomes “Refocusing” classroom practice
PER-based curricular materials & strategies Issues Related to Reform Efforts
Some “things” to think about Discussion
Where do we go from here?
Introduction
Why are we here? Traditional
lecture instruction does not work for many students in the introductory college/university physics course.
What is “reform”? [trans.] To make changes (in
something, typically a social, political, or economic institution or practice) in order to improve it.
[intrans.] To form or to cause to form again.
Does the wheel need to be reinvented (yet again)?
“The trouble with problems in physics education is they don’t stay solved.”
--- Author??
Melba Newell Phillips
" Phillips, Melba Newell." CWP http://www.physics.ucla.edu/~cwp
“The most serious criticism which can be urged against modern laboratory work in Physics is that it often degenerates into a servile following of directions, and thus loses all save a purely manipulative value. Important as is dexterity in the handling and adjustment of apparatus, it can not be too strongly emphasized that it is grasp of principles, not skill in manipulation which should be the primary object of General Physics courses.”
--- Author??
Robert A. Millikan
http://www.th.physik.uni-frankfurt.de/~jr/gif/phys/millikan.jpg
Introductory Physics Reform Efforts
“If one wishes to lead the majority, rather than a small minority, of students to understanding the Law of Inertia, one must accept the necessity of providing a wide array of experiences, both hands-on and hypothetical, in which students make their own errors, encounter the resulting contradictions, and, forced by these errors and contradictions, revise their preconceptions. Such experience cannot be provided and mastery developed, however, in one short remedial session.
Introductory Physics Reform Efforts
The ideas and initial experiences should be introduced, while development of the subject matter is continued without waiting for full mastery on first encounter. One then helps cultivate mastery and understanding through repeated spiraling back to qualitative application of the Law of Inertia in increasingly rich and sophisticated physical situations as the study of science continues.”
--- Author??
Arnold B. Arons
http://www.doane.edu/hpp/Presentations/NAAPT2002WinterUNL/NAAPT2002UNL.htm
Shift in emphasis from teaching to learning and learning outcomes In classrooms, these shifts include:
refocusing classroom practice upon gains in student understanding, reasoning, application, and learning retention
clarification of student learning goals and their alignment with course assessments
redesigning assessments to engage students in their own learning and to give feedback to teachers on the efficacy of their work
Shift in emphasis from teaching to learning and learning outcomes At the institutional level the implications
include the following: redefining, evaluating, and rewarding
teaching and scholarship as valued professional activities
rethinking professional relationships – with colleagues in K-12 education, educational research, assessment and evaluation research, other disciplines, and in academe more broadly
“Refocusing” classroom practice
Refocus [trans.] To adjust
the focus of (a lens or one’s eyes).
PER-based curricular materials & strategies Active Learning Problem Sheets (ALPS Kits) Activity-Based Physics (ABP Project)
MBL, VBL, & Quantitative Tutorials Interactive Lecture Demonstrations (ILD) Tools for Scientific Thinking (TST) RealTime Physics (RTP)
Bridging Cooperative Group Problem Solving and
Problem Solving Labs Just-in-Time Teaching
PER-based curricular materials & strategies Microcomputer-Based Laboratory
Supplemental Curricula Interactive Lecture Demonstrations (ILD) Tools for Scientific Thinking (TST) RealTime Physics (RTP)
Peer Instruction SCALE-UP and Studio Physics Socratic Dialog Inducing (SDI) Labs Tutorials in Introductory Physics Workshop Physics Writing as a Teaching and Learning Tool
Issues Related to Reform Efforts: Some “things” to think about Economic factors
$ More communication needs to
happen between the physics and engineering communities
Disconnect between physics laboratory and physics lecture
Curricular issues ABET Is less really more?
Some “things” to think about Need to improve the overall introductory
physics laboratory experience through application of PER methods and strategies
need to implement across broader audiences a better understanding of the uses of technology
The use of technology is only as good as the pedagogy it supports!
Large time commitment is needed Support structures largely non-existent for
faculty willing to take on the challenges associated with reform
Some “things” to think about The system won’t change if there
are no incentivesFaculty reward structuresReform needs to start with promotion
and tenure committeesConsiderable risk for tenure-track faculty
interested in engaging in reform efforts Role of professional organizations
Discussion Maybe a better verb would be … “Refresh” [trans.] To give new strength or energy
to; reinvigorate.
Where do we go from here?