Type:

Other

Description:

This web page contains Jeffery M. Saul's doctoral dissertation. Users click on links to each chapter separately. This dissertation compares the effectiveness of traditional calculus-based instruction with University of Washington's Tutorials, University of Minnesota's Group Problem Solving & Problem Solving Labs, and Dickinson College's Workshop Physics. There were two main results. First, the exam problems and the pre/post FCI results on students' conceptual understanding showed that the three research-based curricula were more effective than traditional instruction. Second, although the distribution of students' expectations vary for different student populations, the overall distributions differ considerably from what expert physics instructors would like them to have and differ even more by the end of the first year. Only students from two of the research-based sequences showed any improvement in their expectations.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Active Learning,Education Foundations,Undergraduate (Lower Division),introductory physics instruction,oai:nsdl.org:2200/20061213013304741T,Maryland Physics Expectation (MPEX) survey,Assessment,Graduate/Professional,Dickinson College's Workshop Physics,University of Washington's Tutorials,NSDL_SetSpec_439869,Curriculum Development,Higher Education,exam problems,cognitive beliefs,University of Minnesota's Group Problem Solving & Problem Solving Labs,Pedagogy,Education Practices,calculus-based instruction,Education,Force Concept Inventory (FCI)

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

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None
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