Physics Education Research-Based Reform at a Multicultural Institution

Physics Education Research-Based Reform at a Multicultural Institution

Richard SteinbergCity College of New York

This work is supported by NSF and FIPSE

2

Outline

• Motivation

• Physics Education Research

• PER-based Reform at CCNY: Introductory Mechanics

• PER-based Reform at CCNY: Special Relativity

• Conclusion

3

Outline

• Motivation




• Conclusion

4

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).

5


• 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

6


• 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

7

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.

8

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?

9


• The initial speed of the stone:

» 33% gave correct answer

• Time at which stone was moving down 12 m/s:


• Position of stone when it was moving down 12 m/s:


72 m

10


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

11

Outline

• Motivation




• Conclusion

12

Methods of physics education research

• Classroom Observations

• Student Interviews

» demonstration interview

» problem solving interview

• Examination questions

• Free-response and multiple-choice diagnostics

13

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

14

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

15

Outline

• Motivation




• Conclusion

16

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.

17

Tutorials at CCNY*

traditional recitation: tutorial:

or

*Lillian McDermott and the Physics Education Group at the University of Washington.

18

Tutorials at CCNY

19

Tutorials at CCNY

20

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).

21


• 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).

22


• 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)

23

Tutorials at CCNY

Exam Performance

0%

20%

40%

60%

80%

Traditional Tutorial

kin midterm

kin midterm (qualitative)

atwood’s midterm

kin final

energy final

24

Tutorials at CCNY

Student Evaluations

0

1

2

3

4

5

Traditional Tutorial

no

t a

pp

lica

ble

tutorials

recitation sections

textbook

laboratories

25

Outline

• Motivation




• Conclusion

26

• 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

27

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

28

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

29

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.

30

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.”

31

Sample responses

Igor: “Do they have to be the same?”

Tulio: “I’m saying no.”

Igor: “Why not?”

Tulio: “Because of relativity.”

32

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.

33

Outline

• Motivation




• Conclusion

34

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

Documents

Physics Education Research-Based Reform at a Multicultural Institution