The development of a personalized‐system‐of‐instruction introductory physics course for life‐science students

1978 ◽  
Vol 46 (11) ◽  
pp. 1095-1100
Author(s):  
E. L. McFarland ◽  
F. R. Hallett ◽  
J. L. Hunt
Keyword(s):  
Life Science ◽  
Introductory Physics ◽  
Science Students ◽  
Personalized System Of Instruction ◽  
Personalized System ◽  
Physics Course

scholarly journals Entropy and spontaneity in an introductory physics course for life science students

2014 ◽  
Vol 82 (5) ◽  
pp. 394-402 ◽  
Author(s):  
Benjamin D. Geller ◽  
Benjamin W. Dreyfus ◽  
Julia Gouvea ◽  
Vashti Sawtelle ◽  
Chandra Turpen ◽  
...  
Keyword(s):  
Life Science ◽  
Introductory Physics ◽  
Science Students ◽  
Physics Course

Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-health Students

2015 ◽  
Vol 25 (2) ◽  
pp. 222-231 ◽  
Author(s):  
Elliot Mylott ◽  
Ellynne Kutschera ◽  
Justin C. Dunlap ◽  
Warren Christensen ◽  
Ralf Widenhorn
Keyword(s):  
Life Science ◽  
Introductory Physics ◽  
Multimedia Content ◽  
Physics Course

scholarly journals Probing Thai freshmen Science Students’ Conceptions of Heat and Temperature Using Open-ended questions: A case study

2010 ◽  
Vol 2 (2) ◽  
pp. 82-94
Author(s):  
Choksin Tanahoung ◽  
Ratchapak Chitaree ◽  
Chernchok Soankwan
Keyword(s):  
Teaching Style ◽  
Introductory Physics ◽  
Alternative Conceptions ◽  
First Year ◽  
Science Students ◽  
Thermal Physics ◽  
Written Responses ◽  
Physics Course ◽  
First Year University

The purpose of this study was to investigate the alternative conceptions held by Thai first year science students. A total of 334 first year science students have been tested before the regular first year university instruction on the thermal physics topic began. The first open-ended question for investigating students’ conceptions on term temperature, heat, latent heat, specific heat capacity and thermal equilibrium. The second open-ended question for investigating level of students’ conceptions of heat conduction. Students’ conceptions in each concept were identified into different categories and levels of understanding. The study showed that students’ written responses have some common specific misconceptions and different levels of understandings. Most students were unable to offer a correct reason for their answers. The results of this study may imply the teaching style in Thai high schools that may be problematic. In addition, the students’ misconceptions found could be used as a guide for developing proper teaching methods on the introductory physics course especially in the topic of thermal physics.

An introductory physics and biophysics course for life science students

1975 ◽  
Vol 43 (1) ◽  
pp. 77-80 ◽  
Author(s):  
William G. Buckman ◽  
James E. Parks ◽  
Thomas P. Coohill
Keyword(s):  
Life Science ◽  
Introductory Physics ◽  
Science Students

A Personalized System of Instruction for Teaching Java

2011 ◽  
pp. 95-108
Author(s):  
Henry H. Emurian ◽  
Ashley G. Durham
Keyword(s):  
Self Report ◽  
Science Students ◽  
Pedagogical Approach ◽  
Personalized System Of Instruction ◽  
Laboratory Exercise ◽  
Introductory Course ◽  
Common Prior ◽  
Language Knowledge ◽  
Personalized System ◽  
And Performance

This chapter addresses the challenge of how to structure a learning environment to teach object-oriented computer programming to students who may need an introductory course in that discipline but who may lack the experiences to use symbol manipulations with confidence. In contrast to computer science students, information systems students sometimes exhibit these latter attributes, but they would nonetheless benefit professionally from acquiring rudimentary programming language knowledge and skill. To accomplish that objective, the Personalized System of Instruction (PSI), originally developed by Keller (1968), is described here to foster equivalent competence among students in an initial Java‰ coding assignment in an introductory programming course. The intent of integrating a Java tutoring system into the PSI framework as the first laboratory exercise is to ensure that all students in the class have at least this background experience in common prior to the introduction of advanced features of interface implementation that are taught during the remainder of the semester. Self-report and performance data are presented to support the use of this pedagogical approach in the classroom.

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