Type:

Other

Description:

Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed University of Washington–style tutorial materials, but the different curricula have not been compared against each other. Our study examines three tutorials designed to improve student understanding of Newton’s third law: the University of Washington’s Tutorials in Introductory Physics (TIP), the University of Maryland’s Activity-Based Tutorials (ABT), and the Open Source Tutorials (OST) also developed at the University of Maryland. Each tutorial was designed with different goals and agendas, and each employs different methods to help students understand the physics. We analyzed pretest and post-test data, including course examinations and data from the Force and Motion Conceptual Evaluation (FMCE). Using both FMCE and course data, we find that students using the OST version of the tutorial perform better than students using either of the other two.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

university of washington,NSDL,Active Learning,newton,TIP,activity-based tutorials,Physics Education Research,General Physics,Classical Mechanics,tutorial,open source tutorials,OST,third law,Newton's Third Law,Inquiry Learning,force and motion conceptual evaluation,Higher Education,univeristy of maryland,Undergraduate (Upper Division),Undergraduate (Lower Division),tutorials in introductory physics,ABT,oai:nsdl.org:2200/20081005192106141T,FMCE,Physics,Graduate/Professional,Education Practices,NSDL_SetSpec_439869,Education,Technology

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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