Using The Culture Of Science To Learn How To Teach Science
But — … ?
The culture of scienceBuilding a community consensus
Building a community consensus map of physics education
Doing physics education as science
Some general principles from cognitive science
Student responses depend on context
FCI 18: An elevator is being lifted up at a constant speed. (Ignore …)
Example: Mechanical waves and sound
Getting students to know the right answer is not enough
Example: Wavepulse math
Interview response of an “A” student
Example: Interview on how a dust particle responds to a sound wave:
A guiding analogy
Curriculum to Address Difficulties with Sound
Pre- and Post-Instruction Wave Diagnostic Test
Circuit Question #3
Circuit Exam Error Rates
Expectations: Beyond concepts
What are the barriers?
These barriers cause problems
A Tale of Two Studentsby David Hammer
Variables 1-3 (Hammer)
The MPEX Survey
MPEX Calibration Results: Overall
Overall Results: Large Universities
Relating Physics to one’s Real World Experience
Items of the MPEX Reality Cluster:
MPEX Reality Cluster: Large Universities
Designing and evaluating research-based curricula : What works?
Getting students to solve algorithmic problems is not enough
Results and implications
Probing Concepts with a Research-Based Instrument: The Force Concept Inventory (FCI)
Some Research-Based Curriculum Reforms
The UW Tutorial Model (N = 20-30)
Workshop Physics (N = 20 - 30)
Interactive Lecture Demonstrations (N = 20 - 600)
Evaluating Concept Learning: Research design
Tutorials produced significantly higher gains than recitations
Extension to many schools
Interactive environments are not enough.
Tutorials try to build concepts: What about problem solving?
FacultyE. F. (Joe) RedishDavid Hammer†John Layman† (emeritus) († joint with Education)
Home Page: www2.physics.umd.edu/~redish/redish.htm
Other information: Lecture, presented at MIT, Cambridge MS, 4 May 1999.