dorsal/arxiv
View SchemaNew Pedagogy for Using Internet-Based Teaching Tools in Physics Course
| Authors | David Toback, Andreas Mershin, Irina Novikova |
|---|---|
| Categories | |
| ArXiv ID | physics/0408034 |
| URL | https://arxiv.org/abs/physics/0408034 |
| DOI | 10.1119/1.2136456 |
| Journal | Shortened and updated version is published in The Physics Teacher, 43, 594-597 (2005) |
Abstract
Acquiring the mathematical, conceptual, and problem-solving skills required in university-level physics courses is hard work, and the average student often lacks the knowledge and study skills they need to succeed in the introductory courses. Here we propose a new pedagogical model and a straight-forwardly reproducible set of internet-based testing tools. Our work to address some of the most important student deficiencies is based on three fundamental principles: balancing skill level and challenge, providing clear goals and feedback at every stage, and allowing repetition without penalty. Our tools include an Automated Mathematics Evaluation System (AMES), a Computerized Homework Assignment Grading System (CHAGS), and a set of after-homework quizzes and mini-practice exams (QUizzes Intended to Consolidate Knowledge, or QUICK). We describe how these tools are incorporated into the course, and present some preliminary results on their effectiveness.
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"abstract": "Acquiring the mathematical, conceptual, and problem-solving skills required\nin university-level physics courses is hard work, and the average student often\nlacks the knowledge and study skills they need to succeed in the introductory\ncourses. Here we propose a new pedagogical model and a straight-forwardly\nreproducible set of internet-based testing tools. Our work to address some of\nthe most important student deficiencies is based on three fundamental\nprinciples: balancing skill level and challenge, providing clear goals and\nfeedback at every stage, and allowing repetition without penalty. Our tools\ninclude an Automated Mathematics Evaluation System (AMES), a Computerized\nHomework Assignment Grading System (CHAGS), and a set of after-homework quizzes\nand mini-practice exams (QUizzes Intended to Consolidate Knowledge, or QUICK).\nWe describe how these tools are incorporated into the course, and present some\npreliminary results on their effectiveness.",
"arxiv_id": "physics/0408034",
"authors": [
"David Toback",
"Andreas Mershin",
"Irina Novikova"
],
"categories": [
"physics.ed-ph"
],
"doi": "10.1119/1.2136456",
"journal_ref": "Shortened and updated version is published in The Physics Teacher,\n 43, 594-597 (2005)",
"title": "New Pedagogy for Using Internet-Based Teaching Tools in Physics Course",
"url": "https://arxiv.org/abs/physics/0408034"
},
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