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American Journal of Physics
written by Chance Hoellwarth and Matthew J. Moelter
We have developed a curriculum for introductory mechanics that emphasizes interactive engagement and conceptual understanding using the studio format. As previously reported, we have shown in three different quarters that the curriculum much improved the students' conceptual understanding compared to the traditional course without significantly affecting the scores on a traditional final exam. Here we report the results for the entire three-year period during which the course was taught, 34 sections of the course were taught with 11 different instructors to over 1200 students. In each term, these sections had common exams, syllabus, and schedule. Student experiences were very similar in terms of activities. Student performance was measured using the force and motion conceptual evaluation or the force concept inventory; the average pre/post normalized gain was 0.59. There was no significant correlation with any instructor characteristics, including teaching experience, knowledge of interactive-engagement methods, and attitudes. Because the instructor characteristics are not important, it is the structure of the course that promotes the learning gains.
American Journal of Physics: Volume 79, Issue 5, Pages 540-540
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Curriculum Development
- Learning Environment
Education - Basic Research
- Assessment
= Conceptual Assessment
= Methods
- Lower Undergraduate
- Reference Material
= Research study
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© 2011 American Association of Physics Teachers
DOI:
10.1119/1.3557069
PACSs:
01.40.Fk
01.40.Di
01.40.G-
01.40.gb
Record Creator:
Metadata instance created August 28, 2013 by Zachary Davis
Record Updated:
September 28, 2016 by Lyle Barbato
Last Update
when Cataloged:
May 1, 2011
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Record Link
AIP Format
C. Hoellwarth and M. Moelter, Am. J. Phys. 79 (5), 540 (2011), WWW Document, (http://dx.doi.org/10.1119/1.3557069).
AJP/PRST-PER
C. Hoellwarth and M. Moelter, The implications of a robust curriculum in introductory mechanics, Am. J. Phys. 79 (5), 540 (2011), <http://dx.doi.org/10.1119/1.3557069>.
APA Format
Hoellwarth, C., & Moelter, M. (2011, May 1). The implications of a robust curriculum in introductory mechanics. Am. J. Phys., 79(5), 540-540. Retrieved September 16, 2019, from http://dx.doi.org/10.1119/1.3557069
Chicago Format
Hoellwarth, Chance, and Matthew Moelter. "The implications of a robust curriculum in introductory mechanics." Am. J. Phys. 79, no. 5, (May 1, 2011): 540-540, http://dx.doi.org/10.1119/1.3557069 (accessed 16 September 2019).
MLA Format
Hoellwarth, Chance, and Matthew Moelter. "The implications of a robust curriculum in introductory mechanics." Am. J. Phys. 79.5 (2011): 540-540. 16 Sep. 2019 <http://dx.doi.org/10.1119/1.3557069>.
BibTeX Export Format
@article{ Author = "Chance Hoellwarth and Matthew Moelter", Title = {The implications of a robust curriculum in introductory mechanics}, Journal = {Am. J. Phys.}, Volume = {79}, Number = {5}, Pages = {540-540}, Month = {May}, Year = {2011} }
Refer Export Format

%A Chance Hoellwarth
%A Matthew Moelter
%T The implications of a robust curriculum in introductory mechanics
%J Am. J. Phys.
%V 79
%N 5
%D May 1, 2011
%P 540-540
%U http://dx.doi.org/10.1119/1.3557069
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Hoellwarth, Chance
%A Moelter, Matthew
%D May 1, 2011
%T The implications of a robust curriculum in introductory mechanics
%J Am. J. Phys.
%V 79
%N 5
%P 540-540
%8 May 1, 2011
%U http://dx.doi.org/10.1119/1.3557069


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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