A survey of pre/post-test data using the Halloun–Hestenes Mechanics Diagnostic test or more recent Force Concept Inventory is reported for 62 introductory physics courses enrolling a total number of students N=6542. A consistent analysis over diverse student populations in high schools, colleges, and universities is obtained if a rough measure of the average effectiveness of a course in promoting conceptual understanding is taken to be the average normalized gain 〈g〉. The latter is defined as the ratio of the actual average gain (%〈post〉−%〈pre〉) to the maximum possible average gain (100−%〈pre〉). Fourteen “traditional” (T) courses (N=2084) which made little or no use of interactive-engagement (IE) methods achieved an average gain 〈g〉T-ave=0.23±0.04 (std dev). In sharp contrast, 48 courses (N=4458) which made substantial use of IE methods achieved an average gain 〈g〉IE-ave=0.48±0.14 (std dev), almost two standard deviations of 〈g〉IE-ave above that of the traditional courses. Results for 30 (N=3259) of the a...

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Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

We report data from ten years of teaching with Peer Instruction (PI) in the calculus- and algebra-based introductory physics courses for nonmajors; our results indicate increased student mastery of both conceptual reasoning and quantitative problem solving upon implementing PI. We also discuss ways we have improved our implementation of PI since introducing it in 1991. Most notably, we have replaced in-class reading quizzes with pre-class written responses to the reading, introduced a research-based mechanics textbook for portions of the course, and incorporated cooperative learning into the discussion sections as well as the lectures. These improvements are intended to help students learn more from pre-class reading and to increase student engagement in the discussion sections, and are accompanied by further increases in student understanding.

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Peer Instruction: Ten years of experience and results

Recent advances in technology and in ideology have unlocked entirely new directions for education research. Mounting pressure from increasing tuition costs and free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible—active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom. Studies are characterized on several dimensions. Among others, these include the type of in-class and out-of-class activities, the measures used to evaluate the study, and methodological characteristics for each study. Results of this survey show that most studies conducted to date explore student perceptions and use single-group study designs. Reports of student perceptions of the flipped classroom are somewhat mixed, but are generally positive overall. Students tend to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures. Anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom. However, there is very little work investigating student learning outcomes objectively. We recommend for future work studies investigating of objective learning outcomes using controlled experimental or quasi-experimental designs. We also recommend that researchers carefully consider the theoretical framework used to guide the design of in-class activities. 1 The Rise of the Flipped Classroom There are two related movements that are combining to change the face of education. The first of these is a technological movement. This technological movement has enabled the amplification and duplication of information at an extremely low-cost. It started with the printing press in the 1400s, and has continued at an ever-increasing rate. The electronic telegraph came in the 1830s, wireless radio in the late 1800s and early 1900s, television in the 1920s, computers in the 1940s, the internet in the 1960s, and the world-wide web in the 1990s. As these technologies have been adopted, the ideas that have been spread through their channels have enabled a second movement. Whereas the technological movement sought to overcome real physical barriers to the free and open flow of information, this ideological movement seeks to remove the artificial, man-made barriers. This is epitomized in the free software movement (see, e.g., Stallman and Lessig [67]), although this movement is certainly not limited to software. A good example of this can be seen from the encyclopedia. Encyclopedia Britannica has been P ge 23200.2 continuously published for nearly 250 years [20] (since 1768). Although Encyclopedia Britannica content has existed digitally since 1981, it was not until the advent of Wikipedia in 2001 that open access to encyclopedic content became available to users worldwide. Access to Encyclopedia Britannica remains restricted to a limited number of paid subscribers [21], but access to Wikipedia is open, and the website receives over 2.7 billion US monthly page views [81]. Thus, although the technology and digital content was available to enable free access to encyclopedic content, ideological roadblocks prevented this from happening. It was not until these ideologies had been overcome that humanity was empowered to create what has become the world’s largest, most up-to-date encyclopedia [81]. In a similar way, we are beginning to see the combined effects of these two movements on higher education. In the technological arena, research has made significant advances. Studies show that video lectures (slightly) outperform in-person lectures [9], with interactive online videos doing even better (Effect size=0.5) [83,51]. Online homework is just as effective as paper-and-pencil homework [8,27], and carefully developed intelligent tutoring systems have been shown to be just as effective as human tutors [77]. Despite these advancements, adoption has been slow, as the development of good educational systems can be prohibitively expensive. However, the corresponding ideological movement is breaking down these financial barriers. Ideologically, MIT took a significant step forward when it announced its OpenCourseWare (OCW) initiative in 2001 [53]. This opened access to information that had previously only been available to students who paid university tuition, which is over $40,000/yr at MIT [54]. Continuing this trend, MIT alum Salman Khan founded the Khan Academy in 2006, which has released a library of over 3200 videos and 350 practice exercises 2012. The stated mission of the Khan Academy is to provide “a free world-class education to anyone anywhere2012.” In the past year, this movement has rapidly gained momentum. Inspired by Khan’s efforts, Stanford professors Sebastian Thrun and Andrew Ng opened access to their online courses in Fall 2011. Thrun taught artificial intelligence with Peter Norvig, attracting over 160,000 students to their free online course. Subsequently, Thrun left the university and founded Udacity, which is now hosting 11 free courses [76]. With support from Stanford, Ng also started his own open online educational initiative, Coursera. Princeton, the University of Pennsylvania, and the University of Michigan have joined the Coursera partnership, which has expanded its offerings to 42 courses [10]. MIT has also upgraded its open educational initiative, and joined with Harvard in a $60 million dollar venture, edX [19]. EdX will, “offer Harvard and MIT classes online for free.” While online education is improving, expanding, and becoming openly available for free, university tuition at brick-and-mortar schools is rapidly rising [56]. Tuition in the University of California system has nearly tripled since 2000 [32]. Naturally, this is not being received well by university students in California [2]. Likewise, students in Quebec are actively protesting planned tuition hikes [13]. In resistance to planned tuition hikes, student protestors at Rutgers interrupted (on June 20, 2012) a board meeting to make their voices heard [36]. Adding fuel to the fire, results from a recent study by Gillen et al. [31] indicate that undergraduate student tuition is used to subsidize research. As a result, the natural question being asked by both students and educational institutions is exactly what students are getting for their money. This is applying a certain pressure on physical academic institutions to improve and enhance the in-person educational experience of their P ge 23200.3

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The flipped classroom: A survey of the research

Calls for reforms in the ways we teach science at all levels, and in all disciplines, are wide spread. The effectiveness of the changes being called for, employment of student-centered, active learning pedagogy, is now well supported by evidence. The relevant data have come from a number of different disciplines that include the learning sciences, cognitive psychology, and educational psychology. There is a growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted. These data are reviewed, and their applicability to physiology education is discussed. Some of the inherent limitations of research about teaching and learning are also discussed.

http://physiologyeducation.org/wp/wp-content/uploads/2014/08/JMevidence-activ-lrn.pdf

Where's the evidence that active learning works?

Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well-established consensus, there would appear to be much less unanimity within the academic community about which ideas-about-science are essential elements that should be included in the contemporary school science curriculum. Hence, this study sought to determine empirically the extent of any consensus using a three stage Delphi questionnaire with 23 participants drawn from the communities of leading and acknowledged international experts of science educators; scientists; historians, philosophers, and sociologists of science; experts engaged in work to improve the public understanding of science; and expert science teachers. The outcome of the research was a set of nine themes encapsulating key ideas about the nature of science for which there was consensus and which were considered to be an essential component of school science curriculum. Together with extensive comments provided by the participants, these data give some measure of the existing level of agreement in the community engaged in science education and science communication about the salient features of a vulgarized account of the nature of science. Although some of the themes are already a feature of existing school science curricula, many others are not. The findings of this research, therefore, challenge (a) whether the picture of science represented in the school science curriculum is sufficiently comprehensive, and (b) whether there balance in the curriculum between teaching about the content of science and the nature of science is appropriate.

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What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community

Every student begins physics with a well-established system of commonsense beliefs about how the physical world works derived from years of personal experience. Over the last decade, physics education research has established that these beliefs play a dominant role in introductory physics. Instruction that does not take them into account is almost totally ineffective, at least for the majority of students. Specifically, it has been established that (1) commonsense beliefs about motion and force are incompatible with Newtonian concepts in most respects, (2) conventional physics instruction produces little change in these beliefs, and (3) this result is independent of the instructor and the mode of instruction. The implications could not be more serious. Since the students have evidently not learned the most basic Newtonian concepts, they must have failed to comprehend most of the material in the course. They have been forced to cope with the subject by rote memorization of isolated fragments and by carrying out meaningless tasks. No wonder so many are repelled! The few who are successful have become so by their own devices, the course and the teacher having supplied only the opportunity and perhaps inspiration.

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Force concept inventory

The design and development of a new method for high school physics instruction is described. Students are actively engaged in understanding the physical world by constructing and using scientific models to describe, explain, predict, and to control physical phenomena. Course content is organized around a small set of basic models. Instruction is organized into modeling cycles which move students systematically through all phases of model development, evaluation, and application in concrete situations—thus developing skill and insight in the procedural aspects of scientific knowledge. Objective evidence shows that the modeling method can produce much larger gains in student understanding than alternative methods of instruction. This reveals limitations of the popular ‘‘cooperative inquiry’’ and ‘‘learning cycle’’ methods. It is concluded that the effectiveness of physics instruction depends heavily on the pedagogical expertise of the teacher. The problem of cultivating such expertise among high school teachers is discussed at length, with specific recommendations for action within the physics community.

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A modeling method for high school physics instruction

http://modeling.asu.edu/R&E/FCI%20Spanish.pdf

Gregg Swackhamer

Papers

Force concept inventory

A modeling method for high school physics instruction

Cuestionario Sobre el Concepto de Fuerza