PERC 2018 Abstract Detail Page
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| Abstract Title: | Selling the Studio Style to Students: a Qualitative Study |
|---|---|
| Abstract: | Students in studio classes, a student-centered approach to teaching physics, may exhibit resistance to the reformed strategies used in this format. Instructors of these classes may try to decrease resistance by increasing student agreement with the class format. What should instructors talk about, and how should they hold the conversation to effectively gain student agreement? Based on student interview responses, we report on the student perspective for effective means of gaining agreement. We describe the discussion topics and modes of discussion which students consider as effective practices for gaining their agreement. At the beginning of the semester, we find that instructors may achieve greater agreement if they present factual evidence of studio style's effectiveness or appeal to the students personally (i.e. making students comfortable to share ideas, explaining the relevance to their career goals, etc.). However, mid-semester agreement is more influenced by students' experiences with the class than instructor efforts. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B92 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Matthew Wilcox University of Central Florida |
| Co-Author(s) and Co-Presenter(s) |
Jacquelyn J. Chini, University of Central Florida |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
