PERC 2016 Abstract Detail Page
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Abstract Title: | Relevance and Responsibility: Preliminary Results from the Implementation of a Cooperative Problem-Solving in a Large Introductory Physics Course |
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Abstract: | Interactive instruction methods have measurable gains in concept learning and retention, but problem-solving skills and development of a scientific mindset are often missing in the large lecture environment that characterizes introductory physics courses at universities. I describe an implementation of the Cooperative Problem-Solving Model (Heller & Heller 2010) for over 500 students in an Introductory Mechanics course for Life Science Majors at UC San Diego, aimed at improving problem-solving, relevance and student collaboration in learning. I describe our flipped-model approach with 25 hours of video lectures, problem-solving skill development through training worksheets and strategy scaffolds, and bi-weekly team projects combining physical and life science problems. Nine sections of this course were conducted alongside a large lecture "control", all taught by the same instructor. I show comparisons in student performance on exams, FCI and CLASS; and anecdotal evidence indicating increased relevance and collaboration. I also examine how video usage impacted learning. |
Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
Primary Contact: |
Adam Burgasser UC San Diego UCSD Mail Code 0424 9500 Gilman Drive La Jolla, CA 92093 Phone: 8588226958 |
Co-Author(s) and Co-Presenter(s) |
Mike Lopez (UC San Diego), Isabela Rodrigues (Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro), Jordan Campbell (UC San Diego) |
Contributed Poster | |
Contributed Poster: | Download the Contributed Poster |