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Abstract Title: Understanding the Variable Effect of Course Innovations on Student Learning
Abstract: Over the last several decades, research has challenged the efficacy of the traditional lecture-based instructional model of undergraduate physics education. As a result, a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses. While previous work has shown that the impact of course innovations on student learning has been overwhelmingly positive, it has also been highly variable. The purpose of this analysis is to investigate this variability. For this analysis 170 published studies on undergraduate physics course innovations were coded with respect to the characteristics of the innovations as well as the methodological characteristics of the study designs. The findings of this analysis have indicated that nearly half of the variability can be accounted for by study design characteristics rather than by characteristics of the innovations used. However, a subsequent analysis has highlighted some of the critical characteristics of more effective innovations.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Heidi Iverson
Colorado State University
B325 Natural and Environmental Sciences Building
1802 Campus Delivery
Fort Collins, CO 80523-0001
Phone: 970-491-3179