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Flexible Physics Instruction in an Integrated Lecture/Lab Environment. Phil Young * , Marlann Patterson * , Todd Zimmerman † * University of Wisconsin - Platteville † Madison Area Technical College. Funded in part by NSF DUE Grant # 0633583. History.

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Flexible physics instruction in an integrated lecture lab environment

Flexible Physics Instruction in an Integrated Lecture/Lab Environment

Phil Young*, Marlann Patterson*, Todd Zimmerman†

*University of Wisconsin - Platteville

†Madison Area Technical College

Funded in part by NSF DUE Grant # 0633583


History
History Environment

  • Platteville Engineering Physics department moving to new building

  • MATC holds lectures and labs in same room

  • Faculty-Flexible Lecture-Lab Instruction in Physics (FLIP)


Goals of flip
Goals of FLIP Environment

  • Implement a department-wide shift towards more active learning

  • Provide better education for students

  • Ensure changes will stick

  • Faculty given freedom to choose how much active learning to include


Implementing changes
Implementing Changes Environment

  • Little evidence that PER based material used

  • Schools report difficulty maintaining PER based curriculum


Past approach to problem
Past approach to problem Environment

  • Many schools try but can’t maintain active learning methods

  • Assumptions:

    • Need to convince instructors of need to change

    • Instructors only need knowledge of techniques to change

  • Many instructors have ideas more in line with PER but use more traditional techniques in the class*

*C. Henderson and M. H. Dancy , Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics , Phys. Rev. ST Phys. Educ. Res. 3, 020102 2007.


Obstacles to change
Obstacles to change Environment

  • Expectation of content coverage

  • Department norms

  • Extra prep time

  • Student resistance

  • Class size

  • Room layout

  • Cost of materials


Platteville overcomes these obstacles
Platteville overcomes these obstacles Environment

  • Department Norms

  • Cost of materials

Young

Patterson


Platteville overcomes these obstacles Environment

  • Room Layout

  • Class Size

Two Rows of 7 Stations

120°

Projector Screen

Projector Screen

Whiteboard


Curriculum will address these obstacles
Curriculum will address these obstacles Environment

  • Expectation of content coverage

  • Student resistance

  • Prep time

  • Use already existing PER-based Material(PERM)


Assessment tools used
Assessment Tools Used Environment

  • Student attitude

    • Colorado Attitude Student Survey

  • Physic I

    • Force Concept Inventory

  • Physics II

    • Conceptual Survey on Electricity and Magnetism

    • Light and Optics Conceptual Evaluation

  • Lab skills

    • Measurement Uncertainty Quiz


Faculty ideas and practices
Faculty Ideas and Practices Environment

  • Develop assessment of faculty beliefs and practices1

  • Help choose PERM best suited to their teaching strengths and style

1 M. H. Dancy and C. Henderson, Framework for Articulating Instructional Practices and Conceptions, Phys. Rev. ST Phys. Educ. Res. 3, 010103 2007.


Where do we go from here
Where do we go from here? Environment

  • Test PERM at Platteville and MATC

  • Assess effectiveness of material

  • Other institutions can use assessments, make changes, using FLIP site


Faculty flexible lecture lab instruction in physics flip

Faculty-Flexible Lecture-Lab Instruction in Physics Environment(FLIP)

Website: http://www.uwplatt.edu/~patterma/flip.html

Funded in part by NSF DUE Grant # 0633583


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