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American Journal of Physics
written by Karen Cummings, Jeffrey Marx, Ronald K. Thornton, and Dennis Kuhl
In 1993, Rensselaer introduced the first Studio Physics course. Two years later, the Force Concept Inventory (FCI) was used to measure the conceptual learning gain in the course. This was found to be a disappointing 0.22, indicating that Studio Physics was no more effective at teaching basic Newtonian concepts than a traditional course. Our study verified that result, = 0.18 ± 0.12 (s.d.), and thereby provides a baseline measurement of conceptual learning gains in Studio Physics I for engineers. These low gains are especially disturbing because the studio classroom appears to be interactive and instructors strive to incorporate modern pedagogies. The goal of our investigation was to determine if incorporation of research-based activities into Studio Physics would have a significant effect on conceptual learning gains. To measure gains, we utilized the Force Concept Inventory and the Force and Motion Conceptual Evaluation (FMCE). In the process of pursuing this goal, we verified the effectiveness of Interactive Lecture Demonstrations [ = 0.35 ± 0.06 (s.d.) and = 0.45 ± 0.03 (s.d.)] and Cooperative Group Problem Solving ( = 0.36 and = 0.36), and examined the feasibility of using these techniques in the studio classroom. Further, we have assessed conceptual learning in the standard Studio Physics course [ = 0.18 ± 0.12 (s.d.) and = 0.21 ± 0.05 (s.d.)]. In this paper, we will clarify the issues noted above. We will also discuss difficulties in implementing these techniques for first time users and implications for the future directions of the Studio Physics courses at Rensselaer.
American Journal of Physics: Volume 67, Issue S1, Pages S38-S44
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Interactive Lecture Demonstration
- Pedagogy
General Physics
- Physics Education Research
- Lower Undergraduate
- Instructional Material
= Best practice
= Instructor Guide/Manual
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Educators
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© 1999 AIP
Additional information is available.
educational courses, evaluation, physics, problem solving, studio physics, teaching
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
October 26, 2005 by Vince Kuo
Last Update
when Cataloged:
July 1, 1999
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Record Link
AIP Format
K. Cummings, J. Marx, R. Thornton, and D. Kuhl, , Am. J. Phys. 67 (S1), S38 (1999), WWW Document, (https://doi.org/10.1119/1.19078).
K. Cummings, J. Marx, R. Thornton, and D. Kuhl, Evaluating innovation in studio physics, Am. J. Phys. 67 (S1), S38 (1999), <https://doi.org/10.1119/1.19078>.
APA Format
Cummings, K., Marx, J., Thornton, R., & Kuhl, D. (1999, July 1). Evaluating innovation in studio physics. Am. J. Phys., 67(S1), S38-S44. Retrieved June 24, 2024, from https://doi.org/10.1119/1.19078
Chicago Format
Cummings, K, J. Marx, R. Thornton, and D. Kuhl. "Evaluating innovation in studio physics." Am. J. Phys. 67, no. S1, (July 1, 1999): S38-S44, https://doi.org/10.1119/1.19078 (accessed 24 June 2024).
MLA Format
Cummings, Karen, Jeffrey Marx, Ronald Thornton, and Dennis Kuhl. "Evaluating innovation in studio physics." Am. J. Phys. 67.S1 (1999): S38-S44. 24 June 2024 <https://doi.org/10.1119/1.19078>.
BibTeX Export Format
@article{ Author = "Karen Cummings and Jeffrey Marx and Ronald Thornton and Dennis Kuhl", Title = {Evaluating innovation in studio physics}, Journal = {Am. J. Phys.}, Volume = {67}, Number = {S1}, Pages = {S38-S44}, Month = {July}, Year = {1999} }
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%A Karen Cummings %A Jeffrey Marx %A Ronald Thornton %A Dennis Kuhl %T Evaluating innovation in studio physics %J Am. J. Phys. %V 67 %N S1 %D July 1, 1999 %P S38-S44 %U https://doi.org/10.1119/1.19078 %O text/html

EndNote Export Format

%0 Journal Article %A Cummings, Karen %A Marx, Jeffrey %A Thornton, Ronald %A Kuhl, Dennis %D July 1, 1999 %T Evaluating innovation in studio physics %J Am. J. Phys. %V 67 %N S1 %P S38-S44 %8 July 1, 1999 %U https://doi.org/10.1119/1.19078

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