Assessing gender differences in response system questions for an introductory physics course

2013 ◽  
Vol 81 (3) ◽  
pp. 231-236 ◽  
Author(s):  
Chris T. Richardson ◽  
Brian W. O'Shea
Keyword(s):  
Gender Differences ◽  
Introductory Physics ◽  
Response System ◽  
Physics Course

VARIOUS KINDS OF PROBLEMS IN AN ELECTRICITY AND MAGNETISM ASSESSMENT WITHIN AN INTRODUCTORY PHYSICS COURSE FOR CHEMISTRY MAJORS

2017 ◽  
Author(s):  
Lukáš Richterek ◽  
◽  
František Látal ◽  
Keyword(s):  
University Students ◽  
Introductory Physics ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Assessment Data ◽  
Score Difference ◽  
Electricity And Magnetism ◽  
Graph Reading ◽  
Conceptual Problems ◽  
Physics Course

An assessment is described in the introductory physics course for chemistry major students with the focus on solving problems from the electricity and magnetism. The experiences are summarised, obtained during the academic years 2014/2015, 2015/2016 and 2016/2017 from a multiple-choice test passed by 390 chemistry majors at the Faculty of Science in Olomouc. Various kinds of quiz problems were used, which can be divided into three categories: conceptual questions, numerical questions, questions with chart reading and interpretation. In the study assessment data are summarised and the score difference, achieved in the mentioned problem categories, is identified. The results did not prove that conceptual problems were more difficult for the set of students, but it is suggested, that students are more successful in the whole test to reach better scores in graph reading questions. Keywords: chemistry majors, physics course, university students.

Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors

2010 ◽  
Vol 88 (5) ◽  
pp. 325-332 ◽  
Author(s):  
Calvin S. Kalman ◽  
Marina Milner-Bolotin ◽  
Tetyana Antimirova
Keyword(s):  
Teaching Method ◽  
Introductory Physics ◽  
Collaborative Group ◽  
Peer Instruction ◽  
Control Group ◽  
Collaborative Groups ◽  
Post Test ◽  
Physics Course ◽  
First Time ◽  
Conflict Strategy

We report on an experiment comparing examinations of concepts using slightly modified peer instruction (MPI) interventions with a conceptual conflict strategy based on collaborative groups (CG). Four interventions were utilized in two sections of an introductory physics course for science students. Both instructors and strategies were alternated in the two classes so that instructor dependence could be factored out and so that each class could serve as both an experimental and a control group. The gain on the Force Concept Inventory (FCI) used as a pre- and post-test is essentially the same in both classes. The instructors were experienced in use of MPI, but this was the first time that these instructors had used a collaborative group activity in their classes and only used it for the two interventions in each class described in this paper. CG appears to be more effective as a teaching method than PI. It also should be noted that the effectiveness of both teaching methods seems to be instructor independent as long as the instructors followed the same protocol.

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