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Using Discipline Specific Action Research to Inform Curriculum Development & Classroom Practice

Using Discipline Specific Action Research to Inform Curriculum Development & Classroom Practice. A Case Study: Workshop Physics. Collaborators. Robert Boyle, Dickinson College Patrick Cooney, Millersville University Kenneth Laws, Dickinson College Priscilla Laws, Dickinson College

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Using Discipline Specific Action Research to Inform Curriculum Development & Classroom Practice

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  1. Using Discipline Specific Action Research to Inform Curriculum Development & Classroom Practice A Case Study: Workshop Physics

  2. Collaborators • Robert Boyle, Dickinson College • Patrick Cooney, Millersville University • Kenneth Laws, Dickinson College • Priscilla Laws, Dickinson College • John Luetzelschwab, Dickinson College • Hans Pfister, Dickinson College • David Sokoloff, University of Oregon • Ronald Thornton, Tufts University

  3. Funding • National Science Foundation • Fund for the Improvement of Postsecondary Education

  4. Workshop Physics • Calculus-based course w/ no formal lectures • Collaborative, activity-based classroom • Three 2-hour classes each week • Use of a student Activity Guide • Computer tools for data collection & analysis • 12-25% content reduction • Retention of exams • Textbook optional

  5. Assessment • Conceptual Learning • Mathematical Literacy • Attitudes toward Science • Problem Solving • Scientific Literacy

  6. Newton’s Third Law A Case Study

  7. Newton’s Third Law Research “Force Concept Inventory,”D. Hestenes, M. Wells and G. Swackhamer, Phys. Teach. 30, 141-158 (1992). This paper contains the Force Concept Inventory (FCI) and a detailed discussion of the Newtonian concepts it is constructed to probe. Results from administration of the FCI before and after instruction are given for some high school and university classes.

  8. Newton’s Third Law Assessment Heavy student pushes light one Truck and car in head on collision Small car pushes Truck w/ dead engine

  9. Newton’s Third Law Assessment

  10. Newton’s Third Law Assessment

  11. Two Force Probe Observations Add extra mass to one of the carts and allow them to collide in lots of ways. When does one cart exert more force on the other?

  12. What do Students Learn from Active Participation in ILDs? Comparisons with traditional methods of lecturing and with activity-based methods such as RealTime Physics Laboratories and Workshop Physics

  13. ILDs vs. Other Methods Comparison of FMCE Gains U of O Traditional Algebra-based (N=236) Sydney U Traditional Calc-based (N=472) RPI Studio Physics w/o ILD (N=145) Mt. Ararat H.S. ILDs (N=33) RPI Studio Physics w/ ILD (N=81) Muhlenberg Algebra-based w/ ILDs (N=87) Dickinson Workshop Physics F97 (N=45) U of O Algebra-based w/ ILDs (N=79) Tufts U. Agebra-based w/ ILDs (N=195) 0% 20% 40% 60% 80% 100% <g> (% Normalized Gain)

  14. An Interactive Lecture Demonstration • Demonstration #4: Compare the forces which the carts exert on each other during the collision.

  15. F vs. t for a Two Cart Collision

  16. Newton’s Third Law Assessment

  17. Dickinson College Third Law History Workshop Physics FMCE Pre-Post Test Data by Year Newton’s Third Law Questions Only g = Fractional Gain = (Post% – Pre%)/(100% – Pre%)

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