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American Journal of Physics
written by Edward F. Redish and David Hammer
The University of Maryland Physics Education Research Group has done a five-year project to rethink, observe, and reform introductory algebra-based (college) physics, which primarily serves life-science majors. We refocused the class on helping the students learn to think scientifically--to build coherence, think in terms of mechanisms, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials. We provided class-controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations and administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses.
American Journal of Physics: Volume 77, Issue 7, Pages 629-642
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Interactive Lecture Demonstration
= Peer Instruction
- Curriculum Development
= Course
- Pedagogy
= Multidisciplinary
Education - Basic Research
- Student Characteristics
= Affect
General Physics
- Curriculum
Other Sciences
- Life Sciences
- Lower Undergraduate
- Reference Material
= Article
PER-Central Type Intended Users Ratings
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© 2009 American Association of Physics Teachers
DOI:
10.1119/1.3119150
ISSN Number:
0002-9505
NSF Numbers:
0087519
0440113
PACS:
01.40.Fk
Keywords:
Biology, algebra-based physics
Record Creator:
Metadata instance created July 27, 2012 by Zachary Davis
Record Updated:
February 4, 2016 by Lyle Barbato
Last Update
when Cataloged:
July 1, 2009
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Record Link
AIP Format
E. Redish and D. Hammer, Am. J. Phys. 77 (7), 629 (2009), WWW Document, (http://dx.doi.org/10.1119/1.3119150).
AJP/PRST-PER
E. Redish and D. Hammer, Reinventing college physics for biologists: Explicating an epistemological curriculum, Am. J. Phys. 77 (7), 629 (2009), <http://dx.doi.org/10.1119/1.3119150>.
APA Format
Redish, E., & Hammer, D. (2009, July 1). Reinventing college physics for biologists: Explicating an epistemological curriculum. Am. J. Phys., 77(7), 629-642. Retrieved June 4, 2020, from http://dx.doi.org/10.1119/1.3119150
Chicago Format
Redish, Edward F., and David Hammer. "Reinventing college physics for biologists: Explicating an epistemological curriculum." Am. J. Phys. 77, no. 7, (July 1, 2009): 629-642, http://dx.doi.org/10.1119/1.3119150 (accessed 4 June 2020).
MLA Format
Redish, Edward F., and David Hammer. "Reinventing college physics for biologists: Explicating an epistemological curriculum." Am. J. Phys. 77.7 (2009): 629-642. 4 June 2020 <http://dx.doi.org/10.1119/1.3119150>.
BibTeX Export Format
@article{ Author = "Edward F. Redish and David Hammer", Title = {Reinventing college physics for biologists: Explicating an epistemological curriculum}, Journal = {Am. J. Phys.}, Volume = {77}, Number = {7}, Pages = {629-642}, Month = {July}, Year = {2009} }
Refer Export Format

%A Edward F. Redish
%A David Hammer
%T Reinventing college physics for biologists: Explicating an epistemological curriculum
%J Am. J. Phys.
%V 77
%N 7
%D July 1, 2009
%P 629-642
%U http://dx.doi.org/10.1119/1.3119150
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Redish, Edward F.
%A Hammer, David
%D July 1, 2009
%T Reinventing college physics for biologists: Explicating an epistemological curriculum
%J Am. J. Phys.
%V 77
%N 7
%P 629-642
%8 July 1, 2009
%@ 0002-9505
%U http://dx.doi.org/10.1119/1.3119150


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