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Abstract Title: Comparing introductory physics courses in the US and China
Abstract Type: Contributed Poster Presentation
Abstract: We investigate the different cultures of introductory university physics pedagogy of the United States and China through case studies at R1 US University and B1 China University. We look at the effects of different educational system backgrounds, social and cultural backgrounds, university systems and student characteristics on teaching status and pedagogy.  In the US, the introductory physics curriculum pays more attention to quantitative reasoning and ethical significance of science, while that of China emphasizes the results and the materialistic worldview more.  These differences are supported by  greater resources in teaching time, lecture demonstration development, and supporting students' learning.  However, these increased resources in the US also lead to more diversity of teaching methods and increased efforts to assess students. We close with suggestions for improving the general education of physics in the universities of the two countries.
Session Time: Poster Session 2
Poster Number: II-46

Author/Organizer Information

Primary Contact: Juan Yang
College of Material Science and Engineering,Chongqing Jiaotong University,66 Xuefu Road Nan'an,Chongqing, China,400074
Manhattan, KS 66502
Phone: 7853179167
and Co-Presenter(s)
James T. Laverty and Eleanor C. Sayre
Department of Physics, Kansas State University, 919 Mid-Campus Drive North, Manhattan, Kansas, 66506