PERC 2016 Abstract Detail Page
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| Abstract Title: | Measuring Problem Solving Skill Gains in a Flipped Cooperative Problem-Solving Model Introductory Physics Course at UC San Diego |
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| Abstract: | Large research universities overwhelmingly use traditional large lecture styles of teaching in introductory physics courses for life science majors. We present the outcomes from an experimental application of a flipped, Cooperative-Problem-Solving teaching model applied to an Introductory Mechanics course of 500 students, with a concurrent interactive lecture model applied to 400 students. The course structure is described in an accompanying poster. Here, we report quantitative comparisons of FCI and CLASS inventories, exam performance, and long-term Physics course performance. In particular, we examine variations in performance on exam question types to assess the relative differences between conceptual understanding, estimation and problem solving skills. While students performed comparably on exams overall (with variations seen primarily in class meeting time), our preliminary results suggest that students who learn in a problem-solving classroom perform significantly better on complex problem solving questions than students who learn in a lecture environment. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Mike Albert Lopez UC San Diego 2522 W. Edinger Ave Santa Ana, CA 92704 Phone: 7149499576 |
| Co-Author(s) and Co-Presenter(s) |
Adam Burgasser UC San Diego |
