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Abstract Title: Comparing Traditional and Studio Courses through FCI Gains and Losses
Abstract: We analyze data spanning multiple semesters and instructors within a single institution to explore how gains and losses in Force Concept Inventory scores vary between instructional approaches. At the University of Central Florida, both calculus-based and algebra-based introductory physics courses have been taught in small (~99 students), large (~300 students) and honors (~20) traditional lecture/laboratory formats as well as studio (~100 students) format. Additionally, the algebra-based course has been taught as a "lecture-supported mini-studio," where the traditional three-hour lecture is retained and the three-hour laboratory time is used for studio-type activities. Using the analysis method proposed by Lasry, Guillemette and Mazur (2014), we explore similarities and differences in gains and losses between course structures, instructors and course-level (algebra- or calculus-based) over the span of seven semesters. Additionally, we explore whether the trend that students with higher pre-test scores experienced more gains and fewer losses holds across these course structures.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jacquelyn J. Chini
University of Central Florida
4000 Central Florida Blvd.
Orlando, FL 32816
Phone: 407-823-3607
Co-Author(s)
and Co-Presenter(s)
Jarrad W. T. Pond, University of Central Floirda

Contributed Paper

Contributed Paper: Download the Contributed Paper