PERC 2018 Abstract Detail Page
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| Abstract Title: | Impact of evidence-based pedagogies on student performance in introductory physics |
|---|---|
| Abstract: | We compare student performances in courses which use evidence-based active engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. We used FCI in the first semester and CSEM in the second semester to assess students' conceptual understanding. The performance of students in EBAE courses is compared with those in LB courses in two situations: (I) the same instructor taught two courses, one EBAE and one LB course, while homework and exams were the same, (II) the averages of student performances in both EBAE course and LB courses were compared where different courses were taught by different instructors. We found that, on average, students in EBAE courses outperformed those in LB courses on conceptual survey posttests even though there was no significant difference in the pretest. We also discuss the correlation between conceptual survey and the final exam scores which typically places a heavy weight on quantitative problem solving. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session III |
| Poster Number: | C39 |
Author/Organizer Information | |
| Primary Contact: |
Nafis I Karim Department of Physics and Astronomy, University of Pittsburgh 3941 O'Hara Street Allen Hall Pittsburgh, PA 15260 Phone: 4126083848 |
| Co-Author(s) and Co-Presenter(s) |
Alexandru Maries, Department of Physics, University of Cincinnati Chandralekha Singh, Department of Physics and Astronomy, University of Pittsburgh |
