Providing Context for Identifying Effective Introductory Mechanics Courses

Autor/inn/en	Nissen, Jayson M.; Her Many Horses, Ian; Van Dusen, Ben; Jariwala, Manher; Close, Eleanor
Titel	Providing Context for Identifying Effective Introductory Mechanics Courses
Quelle	In: Physics Teacher, 60 (2022) 3, S.179-182 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nissen, Jayson M.) ORCID (Van Dusen, Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Physics; Science Instruction; Introductory Courses; Teaching Methods; Comparative Analysis; Decision Making; Concept Formation; Scientific Concepts; Criticism; Educational Change; Outcomes of Education; Evaluation Methods; Mechanics (Physics) + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Concept learning; Begriffsbildung; Kritik; Bildungsreform; Lernleistung; Schulerfolg; Mechanik
Abstract	Research-based assessments (RBAs) measure how well a course achieves discipline-specific outcomes. Educators can use outcomes from RBAs to guide instructional choices and to request resources to implement and sustain instructional transformations. One challenge for using RBAs, however, is a lack of comparative data, particularly given the skew in the research literature toward calculus-based courses at highly selective institutions. In this article, we provide a large-scale dataset and several tools educators in introductory physics courses can use to inform how well their courses foster student conceptual understanding of Newtonian physics. The supplemental materials include this dataset and these tools. Educators and administrators will often target courses with high drop, withdrawal, and failure rates for transformations to student-centered instructional strategies. RBAs and the comparative tools presented herein allow educators to address critiques that the course transformations made the courses "easier" by showing that the transformed course supported physics learning compared to similar courses at other institutions. Educators can also use the tools to track course efficacy over time. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01