Physics Education ResearchBased Reform at a Multicultural Institution

1
Physics Education Research-Based Reform at a
Multicultural Institution

• Richard SteinbergCity College of New York

This work is supported by NSF and FIPSE
2
Outline

• Motivation
• Physics Education Research
• PER-based Reform at CCNY Introductory Mechanics
• PER-based Reform at CCNY Special Relativity
• Conclusion

3
Outline

• Motivation
• Physics Education Research
• PER-based Reform at CCNY Introductory Mechanics
• PER-based Reform at CCNY Special Relativity
• Conclusion

4
Results from cognitive science

• Principle 1 Knowledge is built from the
  processing of information received.
• yet our instructional model focuses on students
  receiving information rather than constructing it

Edward F. Redish, Am. J. Phys. 62, 796-803 (1994).
5
Results from cognitive science

• Principle 2 Everything learned is learned via
  interpretation within a context.
• yet we assume students are able to understand and
  apply complex ideas in a multitude of situations

6
Results from cognitive science

• Principle 3 It is very difficult to change an
  established mental model substantially.
• yet we expect students to abandon the beliefs
  they bring in favor of the beliefs we present

7
Results of traditional instruction

• Many students leave physics with an
  unsatisfactory change in their
• understanding of fundamental concepts
  andscientific reasoning ability
• understanding of mathematics in physics problems
• epistemological attitudes
• Students problem solving techniques are
  typically context dependent and not groundedin
  an understanding of the subject matter.

8
Introductory calculus-based physics - City
College of New York (N73)
Midterm Exam Question

• With what speed was the stone thrown?

• At what time was the stone moving down with speed
  12 m/s?

• What is the position of the stone when it was
  moving down with speed 12 m/s?

9
Introductory calculus-based physics - City
College of New York (N73)

• The initial speed of the stone
• 33 gave correct answer
• Time at which stone was moving down 12 m/s
• 32 gave correct answer
• Position of stone when it was moving down 12
  m/s
• 25 gave correct answer

10
Introductory calculus-based physics - City
College of New York (N73)
Midterm Exam Question
33 answered correctly
11
Outline

• Motivation
• Physics Education Research
• PER-based Reform at CCNY Introductory Mechanics
• PER-based Reform at CCNY Special Relativity
• Conclusion

12
Methods of physics education research

• Classroom Observations
• Student Interviews
• demonstration interview
• problem solving interview
• Examination questions
• Free-response and multiple-choice diagnostics

13
Research-based curricula
Group Problem Solving Heller - University
of Minnesota Modeling Workshop Project
Hestenes - Arizona State University A New Model
Course in QP Redish University of
Maryland Steinberg CCNY Wittmann
University of Maine Peer Instruction
Mazur - Harvard University Powerful Ideas in
Physical Science AAPT
Tutorials in Introductory Physics / Physics by
Inquiry McDermott and Physics Education
Group - University of Washington Tools
for Scientific Thinking Sokoloff -
University of Oregon Thornton - Tufts
University Understanding Basic Mechanics
Reif - Carnegie Mellon University Workshop
Physics Laws - Dickinson College
14
Research-based curricula
Group Problem Solving Heller - University
of Minnesota Modeling Workshop Project
Hestenes - Arizona State University A New Model
Course in QP Redish University of
Maryland Steinberg CCNY Wittmann
University of Maine Peer Instruction
Mazur - Harvard University Powerful Ideas in
Physical Science AAPT
Tutorials in Introductory Physics / Physics by
Inquiry McDermott and Physics Education
Group - University of Washington Tools
for Scientific Thinking Sokoloff -
University of Oregon Thornton - Tufts
University Understanding Basic Mechanics
Reif - Carnegie Mellon University Workshop
Physics Laws - Dickinson College
15
Outline

• Motivation
• Physics Education Research
• PER-based Reform at CCNY Introductory Mechanics
• PER-based Reform at CCNY Special Relativity
• Conclusion

16
CCNY Students

• Over half of the students were born outside of
  the United States.
• Over half of the students have learned English as
  a second language.
• Students come from about 90 different countries.
• No one group represents a majority of the student
  body.

17
Tutorials at CCNY
traditional recitation
tutorial
or
Lillian McDermott and the Physics Education
Group at the University of Washington.
18
Tutorials at CCNY
19
Tutorials at CCNY
20
Force Concept Inventory

• 29-item conceptual multiple-choice diagnostic in
  mechanics
• Distractors are based on the results of extensive
  research in physics education

at what instants do the objects have the same
speed
compare the forces of the car and truck on each
other
D. Hestenes, M. Wells, and G. Swackhammer, Force
concept inventory, Phys. Teach. 30, 141-158
(1992).
21
Force Concept Inventory

• Fraction of the possible gain

Traditional h 0.23 Tutorial h 0.43
R.R. Hake, Interactive-engagement versus
traditional methods A six-thousand-student
survey of mechanics test data for introductory
physics courses, Am. J. Phys. 66, 64-74 (1998).
22
Force Concept Inventory

• Fraction of the possible gain

Traditional h 0.26 (native English) Traditional
h 0.21 (ESL) Tutorial h 0.46 (native
English) Tutorial h 0.42 (ESL)
23
Tutorials at CCNY
24
Tutorials at CCNY
25
Outline

• Motivation
• Physics Education Research
• PER-based Reform at CCNY Introductory Mechanics
• PER-based Reform at CCNY Special Relativity
• Conclusion

26
Two students approaches to the twin paradox
problem

• Case study of two outstanding students working
  together to try to resolve the twin paradox
  problem post instruction on special relativity

• Igor
• Received As in
• inquiry-based intro and
• modern physics courses

• Tulio
• Received As in
• traditional intro and
• modern physics courses

27
The Problem
1) When B is above Earth, clocks both read the
same time. B travels directly to X which A
measures to be 6 light years away.
2) When B reaches X, she quickly comes to a stop
and returns to Earth at the same speed.
3) When B reaches Earth, she gets off the rocket
and is reunited with her brother. Their
physics teacher hands a poster of Einstein to
the younger twin. Who gets the poster?
28
The Solution
29
Overview of interview

• Both students showed strong understanding of
  elementary special relativity, conceptually and
  formulaically.
• Neither student was able to grasp all aspects of
  the problem or resolve the paradox without help.
• Tulio was more prone to use the equations.Igor
  was more likely to think of the physical
  implications of the results of the equations.

30
Sample responses

• Igor It cant have 2 values at the same time.
  Its one physical thing. If it says 8 it cannot
  say 6.4 in another reference frame, its something
  physical.
• Tulio Youre going to have to live with that.

31
Sample responses

• Igor Do they have to be the same?
• Tulio Im saying no.
• Igor Why not?
• Tulio Because of relativity.

32
Interview summary

• Tulio would try to fit the physical world to the
  numbers he got from the equations, whereas Igor
  would always try to make sure the results of the
  equations gave answers that made physical sense.

33
Outline

• Motivation
• Physics Education Research
• PER-based Reform at CCNY Introductory Mechanics
• PER-based Reform at CCNY Special Relativity
• Conclusion

34
Conclusion

• A student-centered, research-based model of
  physics instruction appears to be a good match
  for university physics students.