flexible physics instruction in an integrated lecture lab environment n.
Download
Skip this Video
Download Presentation
Flexible Physics Instruction in an Integrated Lecture/Lab Environment

Loading in 2 Seconds...

play fullscreen
1 / 13

Flexible Physics Instruction in an Integrated Lecture/Lab Environment - PowerPoint PPT Presentation


  • 59 Views
  • Uploaded on

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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Flexible Physics Instruction in an Integrated Lecture/Lab Environment' - calum


Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
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
  • 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
  • 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
  • Little evidence that PER based material used
  • Schools report difficulty maintaining PER based curriculum
past approach to problem
Past approach to problem
  • 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
  • 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
  • Department Norms
  • Cost of materials

Young

Patterson

slide8

Platteville overcomes these obstacles

  • 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
  • Expectation of content coverage
  • Student resistance
  • Prep time
  • Use already existing PER-based Material(PERM)
assessment tools used
Assessment Tools Used
  • 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
  • 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?
  • 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 (FLIP)

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

Funded in part by NSF DUE Grant # 0633583