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Abstract Title: The Impact of a Physics-Majors Introductory Physics Course and First Year Seminar for Physics Majors on Learning and Attitudinal Gains
Abstract: First year physics majors at Virginia Tech are concurrently enrolled in physics-majors only sections of introductory physics and a seminar for first year physics students, "Thinking Like a Physicist." Both classes are taught using interactive engagement pedagogy with the help of Learning Assistants in SCALE-UP classrooms. In this poster, we will present our results of student gains on the Force Concept Inventory (FCI) and the Conceptual Survey on Electricity and Magnetism (CSEM), as well as the students' attitudinal shifts as measured by the Colorado Learning Attitudes about Science Survey (CLASS).
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A72

Author/Organizer Information

Primary Contact: Alma Robinson
Virginia Tech
850 West Campus Dr
Virginia Tech (0435)
Blacksburg, VA 24060
Phone: 5402319698
and Co-Presenter(s)
John Simonetti, Virginia Tech
Kasey L. Richardson, Virginia Tech
Shadisadat Esmaeili, Virginia Tech
Matt Grimes, Radford University
Stephanie N. Lewis, Virginia Tech
Kathryne D. McConnell, Association of American Colleges and Universities
Michel J. Pleimling, Virginia Tech
Jill Sible, Virginia Tech
Kaitlyn J. Sorenson, Virginia Tech
Courtney Vengrin, Iowa State University
Megan Wawro, Virginia Tech