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written by Miguel Rodriguez and Geoff Potvin
Student-centered learning has been shown to be more effective than traditional instructional methods, but deeper investigation is necessary to identify how specific classroom practices lead to improved conceptual learning and student attitudes. The purpose of this study was to identify classroom practices associated with gains in student conceptual understanding and physics identity using pre-post survey data taken from a nationally representative sample of first-semester physics students in four-year colleges and universities. From this sample, we found that students who reported working in small groups during every class saw greater gains in their conceptual understanding of physics than students who did not. Other classroom practices, such as the frequent use of computer simulations, using equipment, and performing labs, were also found to increase student conceptual gains. This work provides further evidence that certain instructional practices--small group learning, in particular--provide benefits to students in college physics classrooms.


[Phys. Rev. Phys. Educ. Res. 17, 020131] Published Wed Oct 20, 2021
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 020131
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Active Learning
= Cooperative Learning
- Learning Environment
Education - Basic Research
- Student Characteristics
= Affect
= Skills
General Physics
- Physics Education Research
- Scientific Reasoning
- Lower Undergraduate
- High School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
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- Educators
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.020131
Keywords:
FCME, FCME validity, Force and Motion Conceptual Evaluation, collaborative learning, physics identity, social learning theory
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 6, 2022 by Caroline Hall
Last Update
when Cataloged:
October 20, 2021
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Record Link
AIP Format
M. Rodriguez and G. Potvin, Phys. Rev. Phys. Educ. Res. 17 (2), 020131 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.020131).
AJP/PRST-PER
M. Rodriguez and G. Potvin, Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges, Phys. Rev. Phys. Educ. Res. 17 (2), 020131 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.020131>.
APA Format
Rodriguez, M., & Potvin, G. (2021, October 20). Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges. Phys. Rev. Phys. Educ. Res., 17(2), 020131. Retrieved January 24, 2022, from https://doi.org/10.1103/PhysRevPhysEducRes.17.020131
Chicago Format
Rodriguez, Miguel, and Geoff Potvin. "Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges." Phys. Rev. Phys. Educ. Res. 17, no. 2, (October 20, 2021): 020131, https://doi.org/10.1103/PhysRevPhysEducRes.17.020131 (accessed 24 January 2022).
MLA Format
Rodriguez, Miguel, and Geoff Potvin. "Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 020131. 24 Jan. 2022 <https://doi.org/10.1103/PhysRevPhysEducRes.17.020131>.
BibTeX Export Format
@article{ Author = "Miguel Rodriguez and Geoff Potvin", Title = {Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {020131}, Month = {October}, Year = {2021} }
Refer Export Format

%A Miguel Rodriguez %A Geoff Potvin %T Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D October 20, 2021 %P 020131 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020131 %O application/pdf

EndNote Export Format

%0 Journal Article %A Rodriguez, Miguel %A Potvin, Geoff %D October 20, 2021 %T Frequent small group interactions improve student learning gains in physics: Results from a nationally representative pre-post study of four-year colleges %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 020131 %8 October 20, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020131


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

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