Transcript Ithaca

Innovative Curricula
How well do they work? Could they work at your institution?
Karen Cummings
Dept. of Physics
Southern Connecticut State University
Outline
 Description of several educational research
based curricula
 Role of assessment in curriculum
development.
 Description of Rensselaer, RPI students and
the Studio Physics program at Rensselaer
 Ideas for fitting innovative curricula to
traditional course structures.
Research Based Curricula and
Approaches
1. Scale-up
2. Workshop Physics
3. Peer-Instruction
4. Real Time Physics
5. Tutorials
6. Cooperative group problem solving
7. Interactive Lecture demonstrations
8. Several Others
The Role of Assessment:
A Scientific Approach to Curriculum Development
Assessment
of Outcomes
Body of
Knowledge
about How
People
Learn
Physics
Curriculum
Development
Assessments of Conceptual
Learning
• Force Concept Inventory
• Force and Motion Conceptual Exam
• Electricity and Magnetism Conceptual
Evaluations
Sample Kinematics Questions
A
C
E
V
e
l
V
e
l
V
e
l
B
+
0
0
Time
V
e
l
-
D
+
0
0
Time
F
+
0
Time
0
-
G
V
e
l
V
e
l
V
e
l
1.Which velocity graph
shows the object moving
away from the origin at a
constant velocity?
+
0
0
Time
-
2.Which velocity graph
shows the object moving
toward the origin at a
steady (constant) velocity?
+
0
Time
0
+
0
-
Time
0
+
0
-
0
Time
-
3.Which velocity graph
shows the object reversing
direction?
A sled on ice moves in the ways described below. Friction is so small that it can be ignored.
A person wearing spiked shoes standing on the ice can apply a force to the sled and push it along
the ice. Choose the one force (A through G) which would keep the sled moving as described in
each statement below.
A. The force is toward the right and is increasing in strength (magnitude)
.
Direction of Force
B. The force is toward the right and is or constant strength (magnitude).
C. The force is toward the right and is decreasing in strength (magnitude).
D. No applied force is needed.
E. The force is toward the left and is decreasing in strength (magnitude).
Direction of Force
F. The force is toward the left and is of constant strength (magnitude).
G. The force is toward the left and is increasing in strength (magnitude).
___1. Which force would keep the sled moving toward the right at a steady (constant)
velocity?
___2. The sled is moving toward the right. Which force would slow it down at a steady
rate (constant acceleration)?
What’s the Value?
Score Bin
98
92
86
80
74
68
62
56
50
44
38
32
26
20
14
8
2
Number of Students
FMCE Pre
80
70
60
50
40
30
20
10
0
1. Velocity and Acceleration (Kin.)
2. F=ma
(N2)
3. Newton’s Third Law (N3)
all
12%
none
45%
any two
21%
any one
22%
“Gain” in Understanding
Post - Pre
How much they learned
g

100 - Pre How much they didn' t already know
The Studio Physics Courses at Rensselaer:
An example of a research driven approach to curriculum
development
What type of an Institution is
Rensselaer?
What type of an Institution is
Rensselaer?
•
•
•
•
•
Engineering School (75% of undergrads)
75% Male
Diverse Nationalities
High SAT scores (Average=1300 ish)
High school physics course is required for
incoming students
What is a Studio Physics class like
at Rensselaer?
General Features of the Studio Course
•
•
•
•
•
Combine Lecture/Recitation/Lab
Redesigned Classrooms with technology
Smaller classes
De-emphasize lecture
Emphasized Hands On, Collaborative
Learning (Activities)
Typical Studio Physics Class
Homework Discussion (20 Mins)
Mini-Lecture (20 Mins)
Activity (70 Mins)
Features of the Studio Activities
 Collaborative Learning
How Well Does it Work?
The 1998 Experiment
FMCE Gain
0.6
0.5
<g>
0.4
0.3
0.2
0.1
0.0
-0.1
1
2
3
5
10 12 13
7
Section
6
8
11
4
9
0.6
0.60
0.5
0.50
FMCE
FMCE
FCI
FCI
Gain <g>
Gain <g>
0.4
0.40
0.3
0.30
0.2
0.20
0.1
0.10
0.00
0.0
Standard
Standard
Intermediate
Intermediate
ILDs
ILDs
CGPS
CGPS
CGPS+ILDs
CGPS+ILDs
Features of the Studio Activities
That WORK
Constructivist approach
-Start where the students “are” intellectually
-Provide experiences which allow students to
build their own understanding of the
material.
-Students are active participants in the course
-Students come to class with existing ideas
about the material (some wrong)
How Successful Are We?
Focusing in on the first objective listed….
Firm understanding of fundamental
principles. (Ability to think on one’s feet).
Score Bin
98
92
86
80
74
68
62
56
50
44
38
32
26
20
14
8
2
Number of Students
FMCE Pre
80
70
60
50
40
30
20
10
0
Score Bin
98
92
86
80
74
68
62
56
50
44
38
32
26
20
14
8
2
Number of Students
FMCE Post
80
70
60
50
40
30
20
10
0
What level student is most
significantly impacted by
research informed curriculum
development?
New Curriculum-Studio Model
Post-Test Score (%)
100
80
60
40
20
0
0
20
40
60
Pre-Test Score (%)
80
100
Force and Motion Conceptual Evaluation
0.80
0.70
Experimental Sections
Standard Sections
Gain <g>
0.60
0.50
0.40
0.30
0.20
0.10
0.00
Bottom Third
Middle Third
Top Third
Force Concept Inventory
0.80
0.70
Gain <g>
0.60
Experimental Sections
Standard Sections
0.50
0.40
0.30
0.20
0.10
0.00
Bottom Third
Middle Third
Top Third
Fitting Innovative Curricula into
a Traditional Course Structure:
1. Lab as center piece
-Studio approach at state institutions
2. Reform of one aspect of the course
-Peer Instruction, Interactive Lecture
Demonstrations, Tutorials
3. Constructivist approaches in whatever
you do- and assess your outcomes
Thank You!!