PERC 2009 Abstract Detail Page
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| Abstract Title: | A Research-based Approach to Transforming Upper-division Electricity & Magnetism I |
|---|---|
| Abstract: | We are transforming an upper-division electricity and magnetism course for physics and engineering majors using principles of active engagement and learning theory. The teaching practices and new curricular materials (homeworks, interactive lectures with clickers, and after-class help sessions and tutorials) were guided by the results of observations, interviews, and analysis of student written work to identify common student difficulties with the content, and were informed by explicit learning goals established in collaboration with faculty. In parallel, we are developing a conceptual test, the CUE (Colorado Upper-division Electrostatics instrument), to assess some of the impacts and ongoing evolution of the new curriculum. We present key elements of our research base for these course transformations, including instances where interactive engagement techniques, and our assessment tools and observations, help elucidate student difficulties at this level. Our work underlines the need for further investigation into the nature of student difficulties – and appropriate instructional interventions – for complex physical problem solving at the upper division level. |
| Abstract Type: | Targeted Poster |
| Targeted Session: | Cognitive Issues in Developing Curriculum for Upper-Level Physics Courses |
| Contributed Poster: | Download the Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Steven Pollock University of Colorado |
| Co-Author(s) and Co-Presenter(s) |
Stephanie Chasteen, University of Colorado |
