Supporting Inclusive Teaching in Introductory College Physics

2020 ◽  
Vol 58 (5) ◽  
pp. 312-315 ◽  
Author(s):  
Stephen Getty ◽  
Natalie Gosnell ◽  
Barbara Whitten ◽  
Joseph Taylor
Keyword(s):  
College Physics ◽  
Inclusive Teaching ◽  
Introductory College

Diffraction pattern intensity measurements in the introductory college physics laboratory using microcomputers

1983 ◽  
Vol 51 (10) ◽  
pp. 906-909 ◽  
Author(s):  
R. Soundranayagam ◽  
A. V. Ramayya ◽  
L. Cleeman ◽  
Mark Riecken ◽  
Nelson Fuson ◽  
...  
Keyword(s):  
Diffraction Pattern ◽  
College Physics ◽  
Physics Laboratory ◽  
Intensity Measurements ◽  
Introductory College

scholarly journals A Brief History Of Publishing Papers On Astronomy Education Research

2015 ◽  
Vol 1 (1) ◽  
pp. 37 ◽  
Author(s):  
Andrew Fraknoi
Keyword(s):  
Education Research ◽  
Physics Education ◽  
Short History ◽  
College Physics ◽  
Astronomy Education ◽  
History Of ◽  
College Astronomy ◽  
K 12 ◽  
Introductory College ◽  
Education Review

While some research had been done on K-12 and planetarium astronomy teaching from the 1930's to the 1980's, the growth of research on college physics education offered astronomy education researchers a model for examining techniques for teaching introductory college astronomy survey "Astronomy 101" courses as well. This early research was published in widely scattered journals and rarely reached the practitioners of astronomy education. The need to inform and unite the community of astronomy educators led to the birth of the journal "Astronomy Education Review," whose history and sudden death is analyzed. This paper provides a short history of publishing astronomy education research results and provides context for the advent of the new Journal of Astronomy & Earth Sciences Education (JAESE).

scholarly journals Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom

2019 ◽  
Vol 116 (39) ◽  
pp. 19251-19257 ◽  
Author(s):  
Louis Deslauriers ◽  
Logan S. McCarty ◽  
Kelly Miller ◽  
Kristina Callaghan ◽  
Greg Kestin
Keyword(s):  
Active Learning ◽  
Detrimental Effect ◽  
Cognitive Effort ◽  
College Physics ◽  
Physics Courses ◽  
Positive Feeling ◽  
Large Enrollment ◽  
Long Course ◽  
Actual Learning ◽  
Introductory College

We compared students’ self-reported perception of learning with their actual learning under controlled conditions in large-enrollment introductory college physics courses taught using 1) active instruction (following best practices in the discipline) and 2) passive instruction (lectures by experienced and highly rated instructors). Both groups received identical class content and handouts, students were randomly assigned, and the instructor made no effort to persuade students of the benefit of either method. Students in active classrooms learned more (as would be expected based on prior research), but their perception of learning, while positive, was lower than that of their peers in passive environments. This suggests that attempts to evaluate instruction based on students’ perceptions of learning could inadvertently promote inferior (passive) pedagogical methods. For instance, a superstar lecturer could create such a positive feeling of learning that students would choose those lectures over active learning. Most importantly, these results suggest that when students experience the increased cognitive effort associated with active learning, they initially take that effort to signify poorer learning. That disconnect may have a detrimental effect on students’ motivation, engagement, and ability to self-regulate their own learning. Although students can, on their own, discover the increased value of being actively engaged during a semester-long course, their learning may be impaired during the initial part of the course. We discuss strategies that instructors can use, early in the semester, to improve students’ response to being actively engaged in the classroom.

Performance in introductory college physics and previous instruction in physics

1965 ◽  
Vol 3 (1) ◽  
pp. 61-65 ◽  
Author(s):  
John A. Finger ◽  
John A. Dillon ◽  
Frederic Corbin
Keyword(s):  
College Physics ◽  
Introductory College

scholarly journals Students’ Difficulties in Solving Physics Problems in Introductory College PhysicsCourses at King Saud University

2014 ◽  
Vol 8 (2) ◽  
pp. 272
Author(s):  
Fahad S. Alshaya
Keyword(s):  
Faculty Members ◽  
Medium Effect ◽  
College Physics ◽  
Mathematical Skills ◽  
King Saud University ◽  
Physics Courses ◽  
Final Exams ◽  
Physical Laws ◽  
Introductory College ◽  
Physics Problems

The purpose of this study was to identify the difficulties facing students in introductory college physics courses at King Saud University in solving physics problems, by exploring faculty members' perceptions of these difficulties, and through analyzing students' answers to physics problems in final exams. The study mainly focused on four themes of difficulties, including: the problems verbal context, physics laws, mathematical skills and graphs or diagrams. The study also sought to learn about faculty's perception towards the degree of influence of the proposed solutions. The study sample consisted of 27 physics faculty members, in addition to 391 students. The study showed consistency between the faculty members' perception towards the difficulties of solving problems and the analysis of student answers in final exams. The difficulties related to the verbal context were the most common among students, whereas difficulties related to mathematical skills were the least common. In addition, the results revealed that there were also difficulties related to physical laws, and knowledge of graphs or diagrams. The findings showed that the perceptions of faculty members towards proposed solutions as being as a “high effect”on fourteen suggested techniques, while their perception towards the rest of the techniques were as “medium effect”. Finally, their perception towards only one technique was being of “low effect". 

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