PERC 2024 Abstract Detail Page
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| Abstract Title: | Changes in physics affinity from introductory physics for life sciences at three institutions |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Recently, a national effort has focused on improving introductory physics for the life sciences (IPLS), both to optimize the content and skills taught and to support growth of interest and appreciation of the value of physics for the life sciences. We previously found that after such a course at one institution, student self-reported interest in physics and relevance of physics for the life sciences increased. To understand better which elements of the student experience in these courses contribute to these gains, we surveyed students pre and post to measure their interest, self-efficacy, and assessment of physics relevance to the life sciences-- taken together, "physics affinity." In this poster we report the findings of this study at three dissimilar institutions (one small private and two large public institutions with different approaches in their physics courses for life science students). Additionally, we also report the results of a pilot minimal intervention at one institution designed to support students' interest in physics and appreciation of relevance, while requiring minimal effort from the instructor. |
| Session Time: | Poster Session 1 |
| Poster Number: | A36 |
Author/Organizer Information | |
| Primary Contact: |
Nikhil Tignor Swarthmore College |
| Co-Author(s) and Co-Presenter(s) |
Drake Roth, Swarthmore College Lundy Zheng, Swarthmore College Lili Cui, University of Maryland Baltimore College Dan Young, University of Delaware Catherine H. Crouch, Swarthmore College Ben Geller, Swarthmore College |
