dorsal/arxiv
View SchemaReforming a large lecture modern physics course for engineering majors using a PER-based design
| Authors | S. B. McKagan, K. K. Perkins, C. E. Wieman |
|---|---|
| Categories | |
| ArXiv ID | physics/0608239 |
| URL | https://arxiv.org/abs/physics/0608239 |
| DOI | 10.1063/1.2508685 |
| Journal | AIP Conference Proceedings, Vol. 883, pgs 34-37, 2007 (2006 Physics Education Research Conference) |
Abstract
We have reformed a large lecture modern physics course for engineering majors by radically changing both the content and the learning techniques implemented in lecture and homework. Traditionally this course has been taught in a manner similar to the equivalent course for physics majors, focusing on mathematical solutions of abstract problems. Based on interviews with physics and engineering professors, we developed a syllabus and learning goals focused on content that was more useful to our actual student population: engineering majors. The content of this course emphasized reasoning development, model building, and connections to real world applications. In addition we implemented a variety of PER-based learning techniques, including peer instruction, collaborative homework sessions, and interactive simulations. We have assessed the effectiveness of reforms in this course using pre/post surveys on both content and beliefs. We have found significant improvements in both content knowledge and beliefs compared with the same course before implementing these reforms and a corresponding course for physics majors.
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"abstract": "We have reformed a large lecture modern physics course for engineering majors\nby radically changing both the content and the learning techniques implemented\nin lecture and homework. Traditionally this course has been taught in a manner\nsimilar to the equivalent course for physics majors, focusing on mathematical\nsolutions of abstract problems. Based on interviews with physics and\nengineering professors, we developed a syllabus and learning goals focused on\ncontent that was more useful to our actual student population: engineering\nmajors. The content of this course emphasized reasoning development, model\nbuilding, and connections to real world applications. In addition we\nimplemented a variety of PER-based learning techniques, including peer\ninstruction, collaborative homework sessions, and interactive simulations. We\nhave assessed the effectiveness of reforms in this course using pre/post\nsurveys on both content and beliefs. We have found significant improvements in\nboth content knowledge and beliefs compared with the same course before\nimplementing these reforms and a corresponding course for physics majors.",
"arxiv_id": "physics/0608239",
"authors": [
"S. B. McKagan",
"K. K. Perkins",
"C. E. Wieman"
],
"categories": [
"physics.ed-ph"
],
"doi": "10.1063/1.2508685",
"journal_ref": "AIP Conference Proceedings, Vol. 883, pgs 34-37, 2007 (2006\n Physics Education Research Conference)",
"title": "Reforming a large lecture modern physics course for engineering majors using a PER-based design",
"url": "https://arxiv.org/abs/physics/0608239"
},
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