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Abstract Title: The Long Term Impacts of Modeling Physics: The Performance of Men and Women in Follow-on Upper Level Physics Courses
Abstract: Active-learning approaches to teaching introductory physics have been found to improve student performance and learning gains in those introductory subjects.  This study goes further by investigating student performance in upper level physics courses after having previously taken Modeling Instruction introductory physics courses at Florida International University. Student performance data were analyzed for academic years 2010-2013 in upper level courses including Modern Physics, Mechanics, Electromagnetism, and Quantum Mechanics. We compare how students who took traditional or Modeling Instruction introductory courses perform in these subsequent courses.  We also look for differential effects between men and women who had these two types of introductory experiences.  The implications of this work for our understanding of the impacts of active-learning experiences will be discussed.
Abstract Type: Symposium Poster
Targeted Session: Gender issues in introductory physics: Recruitment, performance, and retention

Author/Organizer Information

Primary Contact: Idaykis Rodriguez
Florida International University
and Co-Presenter(s)
Eric Brewe, Laird H. Kramer

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