Improving Physics Teaching Through Physics Education Research

1
Improving Physics Teaching Through Physics
Education Research

• David E. Meltzer
• Department of Physics and Astronomy
• Iowa State University

2
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
3
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
4
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
5
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
6
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
7
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
8
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
9
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
10
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
11
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
12
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
13
Recent Collaborators John Thompson (University of
Maine) Tom Greenbowe (Department of Chemistry,
ISU)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen (M.S.
2003) Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants Michael Fitzpatrick Agnès
Kim Sarah Orley David Oesper
Undergraduate Students Nathan Kurtz Eleanor
Raulerson (Grinnell, now U. Maine)
Funding National Science Foundation Division of
Undergraduate Education Division of Research,
Evaluation and Communication Division of
Physics ISU Center for Teaching
Excellence Miller Faculty Fellowship 1999-2000
(with T. Greenbowe) CTE Teaching Scholar
2002-2003
14
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

15
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

16
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

17
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

18
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

19
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

20
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

21
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

22
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

23
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

24
Physics Education As a Research Problem

• Within the past 25 years, physicists have begun
  to treat the teaching and learning of physics as
  a research problem
• Systematic observation and data collection
  reproducible experiments
• Identification and control of variables
• In-depth probing and analysis of students
  thinking

25
Physics Education As a Research Problem

• Within the past 25 years, physicists have begun
  to treat the teaching and learning of physics as
  a research problem
• Systematic observation and data collection
  reproducible experiments
• Identification and control of variables
• In-depth probing and analysis of students
  thinking

26
Physics Education As a Research Problem

• Within the past 25 years, physicists have begun
  to treat the teaching and learning of physics as
  a research problem
• Systematic observation and data collection
  reproducible experiments
• Identification and control of variables
• In-depth probing and analysis of students
  thinking

27
Physics Education As a Research Problem

• Within the past 25 years, physicists have begun
  to treat the teaching and learning of physics as
  a research problem
• Systematic observation and data collection
  reproducible experiments
• Identification and control of variables
• In-depth probing and analysis of students
  thinking

28
Physics Education As a Research Problem

• Within the past 25 years, physicists have begun
  to treat the teaching and learning of physics as
  a research problem
• Systematic observation and data collection
  reproducible experiments
• Identification and control of variables
• In-depth probing and analysis of students
  thinking

29
Physics Education As a Research Problem

• Within the past 25 years, physicists have begun
  to treat the teaching and learning of physics as
  a research problem
• Systematic observation and data collection
  reproducible experiments
• Identification and control of variables
• In-depth probing and analysis of students
  thinking

Physics Education Research (PER)
30
Goals of PER

• Improve effectiveness and efficiency of physics
  instruction
• measure and assess learning of physics (not
  merely achievement)
• Develop instructional methods and materials that
  address obstacles which impede learning
• Critically assess and refine instructional
  innovations

31
Goals of PER

• Improve effectiveness and efficiency of physics
  instruction
• measure and assess learning of physics (not
  merely achievement)
• Develop instructional methods and materials that
  address obstacles which impede learning
• Critically assess and refine instructional
  innovations

32
Goals of PER

• Improve effectiveness and efficiency of physics
  instruction
• measure and assess learning of physics (not
  merely achievement)
• Develop instructional methods and materials that
  address obstacles which impede learning
• Critically assess and refine instructional
  innovations

33
Goals of PER

• Improve effectiveness and efficiency of physics
  instruction
• measure and assess learning of physics (not
  merely achievement)
• Develop instructional methods and materials that
  address obstacles which impede learning
• Critically assess and refine instructional
  innovations

34
Goals of PER

• Improve effectiveness and efficiency of physics
  instruction
• measure and assess learning of physics (not
  merely achievement)
• Develop instructional methods and materials that
  address obstacles which impede learning
• Critically assess and refine instructional
  innovations

35
Methods of PER

• Develop and test diagnostic instruments that
  assess student understanding
• Probe students thinking through analysis of
  written and verbal explanations of their
  reasoning, supplemented by multiple-choice
  diagnostics
• Assess learning through measures derived from
  pre- and post-instruction testing

36
Methods of PER

• Develop and test diagnostic instruments that
  assess student understanding
• Probe students thinking through analysis of
  written and verbal explanations of their
  reasoning, supplemented by multiple-choice
  diagnostics
• Assess learning through measures derived from
  pre- and post-instruction testing

37
Methods of PER

• Develop and test diagnostic instruments that
  assess student understanding
• Probe students thinking through analysis of
  written and verbal explanations of their
  reasoning, supplemented by multiple-choice
  diagnostics
• Assess learning through measures derived from
  pre- and post-instruction testing

38
Methods of PER

• Develop and test diagnostic instruments that
  assess student understanding
• Probe students thinking through analysis of
  written and verbal explanations of their
  reasoning, supplemented by multiple-choice
  diagnostics
• Assess learning through measures derived from
  pre- and post-instruction testing

39
What PER Can NOT Do

• Determine philosophical approach toward
  undergraduate education
• target primarily future science professionals?
• focus on maximizing achievement of best-prepared
  students?
• achieve significant learning gains for majority
  of enrolled students?
• try to do it all?
• Specify the goals of instruction in particular
  learning environments
• physics concept knowledge
• quantitative problem-solving ability
• laboratory skills
• understanding nature of scientific investigation

40
What PER Can NOT Do

• Determine philosophical approach toward
  undergraduate education
• e.g., focus on majority of students, or on
  subgroup?
• Specify the goals of instruction in particular
  learning environments
• proper balance among concepts, problem-solving,
  etc.
• physics concept knowledge
• quantitative problem-solving ability
• laboratory skills
• understanding nature of scientific investigation

41
What PER Can NOT Do

• Determine philosophical approach toward
  undergraduate education
• e.g., focus on majority of students, or on
  subgroup?
• Specify the goals of instruction in particular
  learning environments
• proper balance among concepts, problem-solving,
  etc.
• physics concept knowledge
• quantitative problem-solving ability
• laboratory skills
• understanding nature of scientific investigation

42
Active PER Groups in Ph.D.-granting Physics
Departments
gt 11 yrs old 7-11 yrs old lt 7 yrs old
U. Washington U. Maine Oregon State U.
Kansas State U. Montana State U. Iowa State U.
Ohio State U. U. Arkansas City Col. N.Y.
North Carolina State U. U. Virginia Texas Tech U.
U. Maryland U. Minnesota San Diego State U. joint with U.C.S.D. Arizona State U. U. Mass., Amherst Mississippi State U. U. Oregon U. California, Davis U. Central Florida U. Colorado U. Illinois U. Pittsburgh Rutgers U. Western Michigan U. Worcester Poly. Inst. U. Arizona New Mexico State U.
leading producers of Ph.D.s
43
Primary Trends in PER

• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science Teachers

44
Primary Trends in PER

• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science Teachers

45
Primary Trends in PER

• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science Teachers

46
Primary Trends in PER

• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science Teachers

47
Primary Trends in PER

• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science Teachers

48
www.physics.iastate.edu/per/
49
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

50
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

51
Some Specific Issues

• Many (if not most) students
• develop weak qualitative understanding of
  concepts
• dont use qualitative analysis in problem solving
• lacking quantitative problem solution, cant
  reason physically
• lack a functional understanding of concepts
  (which would allow problem solving in unfamiliar
  contexts)

52
Some Specific Issues

• Many (if not most) students
• develop weak qualitative understanding of
  concepts
• dont use qualitative analysis in problem solving
• lacking quantitative problem solution, cant
  reason physically
• lack a functional understanding of concepts
  (which would allow problem solving in unfamiliar
  contexts)

53
Some Specific Issues

• Many (if not most) students
• develop weak qualitative understanding of
  concepts
• dont use qualitative analysis in problem solving
• lacking quantitative problem solution, cant
  reason physically
• lack a functional understanding of concepts
  (which would allow problem solving in unfamiliar
  contexts)

54
Some Specific Issues

• Many (if not most) students
• develop weak qualitative understanding of
  concepts
• dont use qualitative analysis in problem solving
• lacking quantitative problem solution, cant
  reason physically
• lack a functional understanding of concepts
  (which would allow problem solving in unfamiliar
  contexts)

55
Some Specific Issues

• Many (if not most) students
• develop weak qualitative understanding of
  concepts
• dont use qualitative analysis in problem solving
• lacking quantitative problem solution, cant
  reason physically
• lack a functional understanding of concepts
  (which would allow problem solving in unfamiliar
  contexts)

56
Some Specific Issues

• Many (if not most) students
• develop weak qualitative understanding of
  concepts
• dont use qualitative analysis in problem solving
• lacking quantitative problem solution, cant
  reason physically
• lack a functional understanding of concepts
  (which would allow problem solving in unfamiliar
  contexts)

57
Origins of Learning Difficulties

• Students hold many firm ideas about the physical
  world that may conflict strongly with physicists
  views.
• Examples
• An object in motion must be experiencing a force
• A given battery always produces the same current
  in any circuit
• Electric current gets used up as it flows
  around a circuit
• Most introductory students need much guidance in
  scientific reasoning employing abstract concepts.
• Most introductory students lack active learning
  skills that would permit more efficient mastery
  of physics concepts.

58
Origins of Learning Difficulties

• Students hold many firm ideas about the physical
  world that may conflict strongly with physicists
  views.
• Examples
• An object in motion must be experiencing a force
• A given battery always produces the same current
  in any circuit
• Electric current gets used up as it flows
  around a circuit
• Most introductory students need much guidance in
  scientific reasoning employing abstract concepts.
• Most introductory students lack active learning
  skills that would permit more efficient mastery
  of physics concepts.

59
Origins of Learning Difficulties

• Students hold many firm ideas about the physical
  world that may conflict strongly with physicists
  views.
• Examples
• An object in motion must be experiencing a force
• A given battery always produces the same current
  in any circuit
• Electric current gets used up as it flows
  around a circuit
• Most introductory students need much guidance in
  scientific reasoning employing abstract concepts.
• Most introductory students lack active learning
  skills that would permit more efficient mastery
  of physics concepts.

60
Origins of Learning Difficulties

• Students hold many firm ideas about the physical
  world that may conflict strongly with physicists
  views.
• Examples
• An object in motion must be experiencing a force
• A given battery always produces the same current
  in any circuit
• Electric current gets used up as it flows
  around a circuit
• Most introductory students need much guidance in
  scientific reasoning employing abstract concepts.
• Most introductory students lack active learning
  skills that would permit more efficient mastery
  of physics concepts.

61
Origins of Learning Difficulties

• Students hold many firm ideas about the physical
  world that may conflict strongly with physicists
  views.
• Examples
• An object in motion must be experiencing a force
• A given battery always produces the same current
  in any circuit
• Electric current gets used up as it flows
  around a circuit
• Most introductory students need much guidance in
  scientific reasoning employing abstract concepts.
• Most introductory students lack active learning
  skills that would permit more efficient mastery
  of physics concepts.

62
Origins of Learning Difficulties

• Students hold many firm ideas about the physical
  world that may conflict strongly with physicists
  views.
• Examples
• An object in motion must be experiencing a force
• A given battery always produces the same current
  in any circuit
• Electric current gets used up as it flows
  around a circuit
• Most introductory students need much guidance in
  scientific reasoning employing abstract concepts.
• Most introductory students lack active learning
  skills that would permit more efficient mastery
  of physics concepts.

63
Origins of Learning Difficulties

• Students hold many firm ideas about the physical
  world that may conflict strongly with physicists
  views.
• Examples
• An object in motion must be experiencing a force
• A given battery always produces the same current
  in any circuit
• Electric current gets used up as it flows
  around a circuit
• Most introductory students need much guidance in
  scientific reasoning employing abstract concepts.
• Most introductory students lack active learning
  skills that would permit more efficient mastery
  of physics concepts.

64
But some students learn efficiently . . .

• Highly successful physics students are active
  learners.
• they continuously probe their own understanding
• pose their own questions scrutinize implicit
  assumptions examine varied contexts etc.
• they are sensitive to areas of confusion, and
  have the confidence to confront them directly
• Majority of introductory students are unable to
  do efficient active learning on their own they
  dont know which questions they need to ask
• they require considerable prodding by
  instructors, aided by appropriate curricular
  materials

65
But some students learn efficiently . . .

• Highly successful physics students are active
  learners.
• they continuously probe their own understanding
• pose their own questions scrutinize implicit
  assumptions examine varied contexts etc.
• they are sensitive to areas of confusion, and
  have the confidence to confront them directly
• Majority of introductory students are unable to
  do efficient active learning on their own they
  dont know which questions they need to ask
• they require considerable prodding by
  instructors, aided by appropriate curricular
  materials

66
But some students learn efficiently . . .

• Highly successful physics students are active
  learners.
• they continuously probe their own understanding
• pose their own questions scrutinize implicit
  assumptions examine varied contexts etc.
• they are sensitive to areas of confusion, and
  have the confidence to confront them directly
• Majority of introductory students are unable to
  do efficient active learning on their own they
  dont know which questions they need to ask
• they require considerable prodding by
  instructors, aided by appropriate curricular
  materials

67
But some students learn efficiently . . .

• Highly successful physics students are active
  learners.
• they continuously probe their own understanding
• pose their own questions scrutinize implicit
  assumptions examine varied contexts etc.
• they are sensitive to areas of confusion, and
  have the confidence to confront them directly
• Majority of introductory students are unable to
  do efficient active learning on their own they
  dont know which questions they need to ask
• they require considerable prodding by
  instructors, aided by appropriate curricular
  materials

68
But some students learn efficiently . . .

• Highly successful physics students are active
  learners.
• they continuously probe their own understanding
• pose their own questions scrutinize implicit
  assumptions examine varied contexts etc.
• they are sensitive to areas of confusion, and
  have the confidence to confront them directly
• Majority of introductory students are unable to
  do efficient active learning on their own they
  dont know which questions they need to ask
• they require considerable prodding by
  instructors, aided by appropriate curricular
  materials

69
But some students learn efficiently . . .

• Highly successful physics students are active
  learners.
• they continuously probe their own understanding
• pose their own questions scrutinize implicit
  assumptions examine varied contexts etc.
• they are sensitive to areas of confusion, and
  have the confidence to confront them directly
• Majority of introductory students are unable to
  do efficient active learning on their own they
  dont know which questions they need to ask
• they require considerable prodding by
  instructors, aided by appropriate curricular
  materials

70
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

71
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

72
Research in physics education suggests that

• Teaching by telling has only limited
  effectiveness
• listening and note-taking have relatively little
  impact
• Problem-solving activities with rapid feedback
  yield improved learning gains
• student group work
• frequent question-and-answer exchanges with
  instructor
• Goal Guide students to figure things out for
  themselves as much as possible

73
Research in physics education suggests that

• Teaching by telling has only limited
  effectiveness
• listening and note-taking have relatively little
  impact
• Problem-solving activities with rapid feedback
  yield improved learning gains
• student group work
• frequent question-and-answer exchanges with
  instructor
• Goal Guide students to figure things out for
  themselves as much as possible

74
Research in physics education suggests that

• Teaching by telling has only limited
  effectiveness
• listening and note-taking have relatively little
  impact
• Problem-solving activities with rapid feedback
  yield improved learning gains
• student group work
• frequent question-and-answer exchanges with
  instructor
• Goal Guide students to figure things out for
  themselves as much as possible

75
Research in physics education suggests that

• Teaching by telling has only limited
  effectiveness
• listening and note-taking have relatively little
  impact
• Problem-solving activities with rapid feedback
  yield improved learning gains
• student group work
• frequent question-and-answer exchanges with
  instructor
• Goal Guide students to figure things out for
  themselves as much as possible

76
Research in physics education suggests that

• Teaching by telling has only limited
  effectiveness
• listening and note-taking have relatively little
  impact
• Problem-solving activities with rapid feedback
  yield improved learning gains
• student group work
• frequent question-and-answer exchanges with
  instructor
• Goal Guide students to figure things out for
  themselves as much as possible

77
Research in physics education suggests that

• Teaching by telling has only limited
  effectiveness
• listening and note-taking have relatively little
  impact
• Problem-solving activities with rapid feedback
  yield improved learning gains
• student group work
• frequent question-and-answer exchanges with
  instructor
• Goal Guide students to figure things out for
  themselves as much as possible

78
What Role for Instructors?

• Introductory students often dont know what
  questions they need to ask
• or what lines of thinking may be most productive
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

79
What Role for Instructors?

• Introductory students often dont know what
  questions they need to ask
• or what lines of thinking may be most productive
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

80
What Role for Instructors?

• Introductory students often dont know what
  questions they need to ask
• or what lines of thinking may be most productive
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

81
What Role for Instructors?

• Introductory students often dont know what
  questions they need to ask
• or what lines of thinking may be most productive
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

82
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

83
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

84
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Instructors role becomes that of guiding
  students to ask and answer useful questions
• aid students to work their way through complex
  chains of thought

85
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Students need to be thinking about and discussing
  conceptual questions
• aid students to work their way through complex
  chains of thought

86
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Instructors can help students work their way
  through complex chains of thought

87
What needs to go on in class?

• Clear and organized presentation by instructor is
  not at all sufficient
• Must find ways to guide students to synthesize
  concepts in their own minds
• Focus of classroom becomes activities and
  thinking in which students are engaged
• and not what the instructor is presenting or how
  it is presented

88
Active-Learning Pedagogy(Interactive
Engagement)

• problem-solving activities during class time
• deliberately elicit and address common learning
  difficulties
• guide students to figure things out for
  themselves as much as possible

89
Active-Learning Pedagogy(Interactive
Engagement)

• problem-solving activities during class time
• deliberately elicit and address common learning
  difficulties
• guide students to figure things out for
  themselves as much as possible

90
Active-Learning Pedagogy(Interactive
Engagement)

• problem-solving activities during class time
• deliberately elicit and address common learning
  difficulties
• guide students to figure things out for
  themselves as much as possible

91
Active-Learning Pedagogy(Interactive
Engagement)

• problem-solving activities during class time
• deliberately elicit and address common learning
  difficulties
• guide students to figure things out for
  themselves as much as possible

92
Active-Learning Pedagogy(Interactive
Engagement)

• problem-solving activities during class time
• deliberately elicit and address common learning
  difficulties
• guide students to figure things out for
  themselves as much as possible

93
Interactive Engagement

• Interactive Engagement methods require an
  active learning classroom
• Very high levels of interaction between students
  and instructor
• Collaborative group work among students during
  class time
• Intensive active participation by students in
  focused learning activities during class time

94
Interactive Engagement

• Interactive Engagement methods require an
  active learning classroom
• Very high levels of interaction between students
  and instructor
• Collaborative group work among students during
  class time
• Intensive active participation by students in
  focused learning activities during class time

95
Interactive Engagement

• Interactive Engagement methods require an
  active learning classroom
• Very high levels of interaction between students
  and instructor
• Collaborative group work among students during
  class time
• Intensive active participation by students in
  focused learning activities during class time

96
Interactive Engagement

• Interactive Engagement methods require an
  active learning classroom
• Very high levels of interaction between students
  and instructor
• Collaborative group work among students during
  class time
• Intensive active participation by students in
  focused learning activities during class time

97
Elicit Students Pre-existing Knowledge Structure

• Have students predict outcome of experiments.
• Require students to give written explanations of
  their reasoning.
• Pose specific problems that trigger learning
  difficulties. (Based on research)
• Structure subsequent activities to confront
  difficulties that were elicited.

98
Elicit Students Pre-existing Knowledge Structure

• Have students predict outcome of experiments.
• Require students to give written explanations of
  their reasoning.
• Pose specific problems that trigger learning
  difficulties. (Based on research)
• Structure subsequent activities to confront
  difficulties that were elicited.

99
Elicit Students Pre-existing Knowledge Structure

• Have students predict outcome of experiments.
• Require students to give written explanations of
  their reasoning.
• Pose specific problems that trigger learning
  difficulties. (Based on research)
• Structure subsequent activities to confront
  difficulties that were elicited.

100
Elicit Students Pre-existing Knowledge Structure

• Have students predict outcome of experiments.
• Require students to give written explanations of
  their reasoning.
• Pose specific problems that trigger learning
  difficulties. (Based on research)
• Structure subsequent activities to confront
  difficulties that were elicited.

101
Elicit Students Pre-existing Knowledge Structure

• Have students predict outcome of experiments.
• Require students to give written explanations of
  their reasoning.
• Pose specific problems that trigger learning
  difficulties. (Based on research)
• Structure subsequent activities to confront
  difficulties that were elicited.

102
Inquiry-based Learning

• Students are guided through investigations to
  discover concepts
• Targeted concepts are generally not told to the
  students in lectures before they have an
  opportunity to investigate (or think about) the
  idea
• Can be implemented in the instructional
  laboratory where students are guided to form
  conclusions based on observational evidence
• Can be implemented in lecture or recitation, by
  guiding students through chains of reasoning
  utilizing printed worksheets

103
Inquiry-based Learning

• Students are guided through investigations to
  discover concepts
• Targeted concepts are generally not told to the
  students in lectures before they have an
  opportunity to investigate (or think about) the
  idea.
• Can be implemented in the instructional
  laboratory where students are guided to form
  conclusions based on observational evidence
• Can be implemented in lecture or recitation, by
  guiding students through chains of reasoning
  utilizing printed worksheets

104
Inquiry-based Learning

• Students are guided through investigations to
  discover concepts
• Targeted concepts are generally not told to the
  students in lectures before they have an
  opportunity to investigate (or think about) the
  idea.
• Can be implemented in the instructional
  laboratory where students are guided to form
  conclusions based on observational evidence.
• Can be implemented in lecture or recitation, by
  guiding students through chains of reasoning
  utilizing printed worksheets

105
Inquiry-based Learning

• Students are guided through investigations to
  discover concepts
• Targeted concepts are generally not told to the
  students in lectures before they have an
  opportunity to investigate (or think about) the
  idea.
• Can be implemented in the instructional
  laboratory where students are guided to form
  conclusions based on observational evidence.
• Can be implemented in lecture or recitation, by
  guiding students through chains of reasoning
  utilizing printed worksheets.

106
Example Force and Motion

• A cart on a low-friction surface is being
  pulled by a string attached to a spring scale.
  The velocity of the cart is measured as a
  function of time.
• The experiment is done three times, and the
  pulling force is varied each time so that the
  spring scale reads 1 N, 2 N, and 3 N for trials
  1 through 3, respectively. (The mass of the
  cart is kept the same for each trial.)
• On the graph below, sketch the appropriate
  lines for velocity versus time for the three
  trials, and label them 1, 2, and 3.

velocity
time
107
Example Force and Motion

• A cart on a low-friction surface is being
  pulled by a string attached to a spring scale.
  The velocity of the cart is measured as a
  function of time.
• The experiment is done three times, and the
  pulling force is varied each time so that the
  spring scale reads 1 N, 2 N, and 3 N for trials
  1 through 3, respectively. (The mass of the
  cart is kept the same for each trial.)
• On the graph below, sketch the appropriate
  lines for velocity versus time for the three
  trials, and label them 1, 2, and 3.

3
common student prediction
2
velocity
1
time
108
Example Force and Motion

• A cart on a low-friction surface is being
  pulled by a string attached to a spring scale.
  The velocity of the cart is measured as a
  function of time.
• The experiment is done three times, and the
  pulling force is varied each time so that the
  spring scale reads 1 N, 2 N, and 3 N for trials
  1 through 3, respectively. (The mass of the
  cart is kept the same for each trial.)
• On the graph below, sketch the appropriate
  lines for velocity versus time for the three
  trials, and label them 1, 2, and 3.

3
result of measurement
2
velocity
1
time
109
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, sketches, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

110
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, sketches, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

111
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, sketches, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

112
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, words, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

113
Key Themes of Research-Based Instruction

• Emphasize qualitative, non-numerical questions to
  reduce unthoughtful plug and chug.
• Make extensive use of multiple representations to
  deepen understanding.
• (Graphs, diagrams, words, simulations,
  animations, etc.)
• Require students to explain their reasoning
  (verbally or in writing) to more clearly expose
  their thought processes.

114
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

115
Outline

• Physics Education as a Research Problem
• Goals and Methods of Physics Education Research
• Some Specific Issues
• Research-Based Instructional Methods
• Principles of research-based instruction
• Examples of research-based instructional methods
• Research-Based Curriculum Development
• Principles of research-based curriculum
  development
• Examples
• Summary
• Conclusion

116
Research-Based Curriculum Development Example
Thermodynamics Project

• Investigate student learning with standard
  instruction
• Develop new materials based on research
• Test and modify materials
• Iterate as needed

117
Research-Based Curriculum Development Example
Thermodynamics Project

• Investigate student learning with standard
  instruction probe learning difficulties
• Develop new materials based on research
• Test and modify materials
• Iterate as needed

118
Research-Based Curriculum Development Example
Thermodynamics Project

• Investigate student learning with standard
  instruction probe learning difficulties
• Develop new materials based on research
• Test and modify materials
• Iterate as needed

119
Research-Based Curriculum Development Example
Thermodynamics Project

• Investigate student learning with standard
  instruction probe learning difficulties
• Develop new materials based on research
• Test and modify materials
• Iterate as needed

120
Research-Based Curriculum Development Example
Thermodynamics Project

• Investigate student learning with standard
  instruction probe learning difficulties
• Develop new materials based on research
• Test and modify materials
• Iterate as needed

121
Addressing Learning Difficulties A Model
ProblemStudent Concepts of GravitationJack
Dostal and DEM

• 10-item free-response diagnostic administered to
  over 2000 ISU students during 1999-2000.
• Newtons third law in context of gravity
  direction and superposition of gravitational
  forces inverse-square law.
• Worksheets developed to address learning
  difficulties tested in Physics 111 and 221, Fall
  1999

122
Addressing Learning Difficulties A Model
ProblemStudent Concepts of GravitationJack
Dostal and DEM

• 10-item free-response diagnostic administered to
  over 2000 ISU students during 1999-2000.
• Newtons third law in context of gravity
  direction and superposition of gravitational
  forces inverse-square law.
• Worksheets developed to address learning
  difficulties tested in Physics 111 and 221, Fall
  1999

123
Addressing Learning Difficulties A Model
ProblemStudent Concepts of GravitationJack
Dostal and DEM

• 10-item free-response diagnostic administered to
  over 2000 ISU students during 1999-2000.
• Newtons third law in context of gravity
  direction and superposition of gravitational
  forces inverse-square law.
• Worksheets developed to address learning
  difficulties tested in calculus-based physics
  course Fall 1999

124
Example Newtons Third Law in the Context of
Gravity

• Is the magnitude of the force exerted by the
  asteroid on the Earth larger than, smaller than,
  or the same as the magnitude of the force exerted
  by the Earth on the asteroid? Explain the
  reasoning for your choice.
• Presented during first week of class to all
  students taking calculus-based introductory
  physics (PHYS 221-222) at ISU during Fall 1999.
• First-semester Physics (N 546) 15 correct
  responses
• Second-semester Physics (N 414) 38 correct
  responses
• Most students claim that Earth exerts greater
  force because it is larger

125
Example Newtons Third Law in the Context of
Gravity

• Is the magnitude of the force exerted by the
  asteroid on the Earth larger than, smaller than,
  or the same as the magnitude of the force exerted
  by the Earth on the asteroid? Explain the
  reasoning for your choice.
• Presented during first week of class to all
  students taking calculus-based introductory
  physics at ISU during Fall 1999.
• First-semester Physics (N 546) 15 correct
  responses
• Second-semester Physics (N 414) 38 correct
  responses
• Most students claim that Earth exerts greater
  force because it is larger

126
Examp