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MEMORIZATION OR UNDERSTANDING:ARE WE TEACHING THE RIGHT THING?
Eric Mazur
University of Victoria19 May 1999
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Outline
Problem
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Outline
Problem
Cause
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Outline
Problem
Cause
Remedy
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We have a problem
380,000 students take
introductory physics
each year…
AIP Report R-151.33 (1997)
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We have a problem
about 1% of these get
a bachelor’s degree
in physics
AIP Report R-151.33 (1997)
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We have a problem
Of the 4,300 students with
a bachelor’s degree
in physics…
AIP Report R-151.33 (1997)AIP Report R-151.33 (1997)
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We have a problem
about 35% go on to get a
Ph.D. in physics…
AIP Report R-151.33 (1997)
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We have a problem
That’s one out of every
260 students in our
introductory
courses!
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We have a problem
What about the
other 259…?
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We have a problem
What do we know
about these
students?
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We have a problem
Some disturbing symptoms:
frustration
lack of understanding
lack of basic knowledge
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We have a problem
Well, “hot” is a relative term…
You see, given temperatures rise, regardless of mass.
Yeah, Galileo observed rising temperatures will decreasewith the exposure of an endothermic source.
Endothermic?
True transparence will persist until this one irresistiblecalorie interacts, thus altering the system.
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We have a problem
Well, “hot” is a relative term…
You see, given temperatures rise, regardless of mass.
Yeah, Galileo observed rising temperatures will decreasewith the exposure of an endothermic source.
Endothermic?
True transparence will persist until this one irresistiblecalorie interacts, thus altering the system.
Uh huh…
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We have a problem
They know the jargon:
circular motion
barometric pressure
light radius
something to the power times ten to the something
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We have a problem
They are aware of their lack of knowledge
I graduated from college but I didn’t study astronomy
It’s been a while since I’ve had physics
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We have a problem
They are aware of their lack of knowledge
…and they don’t care!
I graduated from college but I didn’t study astronomy
It’s been a while since I’ve had physics
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We have a problem
Should we worry?
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We have a problem
We’d better!
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We have a problem
“I took four years of science and fouryears of math…
A waste of my time, a waste of the teacher’s time, and a waste of space…
You know, I took physics.
For what?”
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Why do we have this problem?
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Why do we have this problem?
Lectures focus on transfer of information…
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Why do we have this problem?
…but physics is not just information!
25
20
15
10
5
0252015
score
1050
cou
nt
1990FCI pretest
Hestenes, et al., TPT 30, 141 (1992)
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Why do we have this problem?
…but physics is not just information!
25
20
15
10
5
0252015
score
1050
cou
nt
1990FCI posttest
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Why do we have this problem?
…but physics is not just information!
25
20
15
10
5
0252015
score
1050
cou
nt
1990combined
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
1990combined
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
1990combined
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
R.R. Hake, Am. J. Phys. 66, 64 (1998)
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Why do we have this problem?
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
R.R. Hake, Am. J. Phys. 66, 64 (1998)
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Why do we have this problem?
Conventional problems reinforce bad study habits
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Why do we have this problem?
Conventional problems reinforce bad study habits
12 V
8 V
4 Ω
2 Ω
6 Ω
QP
H
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Why do we have this problem?
Conventional problems reinforce bad study habits
12 V
8 V
4 Ω
2 Ω
6 Ω
QP
H
Calculate:
(a) the current in the 2-Ωresistor, and
(b) the potential differencebetween points P and Q
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Why do we have this problem?
Are basic principles understood?
S
AB
C
H
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Why do we have this problem?
Are basic principles understood?
S
AB
C
H
When S is closed, what happensto the:
(a) intensities of A and B? (b) intensity of C? (c) current through battery? (d) voltage drop across
A, B, and C? (e) total power dissipated?
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Why do we have this problem?
00
20
40
60
80
2 4 6 8 10score
coun
t
00
20
40
60
80
2 4 6 8 10score
coun
t
conventional conceptual
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Why do we have this problem?
00
20
40
60
80
2 4 6 8 10score
average 4.9average 6.9
coun
t
00
20
40
60
80
2 4 6 8 10score
coun
t
conventional conceptual
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Why do we have this problem?
100
80
60
40
20conc
eptu
al p
robl
em
100806040200
conventional problem
0
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Why do we have this problem?
100
80
60
40
20conc
eptu
al p
robl
em
100806040200
conventional problem
0
9%
52%
39%
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So what should we do?
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Peer Instruction
Help students take more responsibility for learning!
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Peer Instruction
Move first exposure to the material out of the classroom…
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Peer Instruction
Move first exposure to the material out of the classroom: assign reading!
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Peer Instruction
Move first exposure to the material out of the classroom: assign reading!
Use class to deepen and broaden understanding
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Peer Instruction
Move first exposure to the material out of the classroom: assign reading!
Use class to deepen and broaden understanding
by identifying key ideas
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Peer Instruction
Move first exposure to the material out of the classroom: assign reading!
Use class to deepen and broaden understanding
by identifying key ideas
and giving students opportunities to think
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Peer Instruction
Main features:
Pre-class reading
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Peer Instruction
Main features:
Pre-class reading
In class: depth, not coverage
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Peer Instruction
Main features:
Pre-class reading
In class: depth, not coverage
ConcepTests
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ConcepTest
1. Question
2. Thinking
3. Individual answer
4. Peer discussion
5. Group answer
6. Explanation
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Is it any good?
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Is it any good?
Results
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Is it any good?
Results
Student Reactions
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Results
25
20
15
10
5
0252015
score
1050
cou
nt
1991FCI pretest
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Results
25
20
15
10
5
0252015
score
1050
cou
nt
1991FCI posttest
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Results
25
20
15
10
5
0252015
score
1050
cou
nt
1991combined
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Results
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
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Results
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
![Page 63: MEMORIZATION OR UNDERSTANDING: ARE WE TEACHING THE … · 2019. 7. 24. · Eric Mazur University of Victoria 19 May 1999. Outline Problem. Outline Problem Cause. Outline Problem Cause](https://reader035.vdocuments.mx/reader035/viewer/2022081619/60f9f5cf26323958fd66f0d3/html5/thumbnails/63.jpg)
Results
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
R.R. Hake, Am. J. Phys. 66, 64 (1998)
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Results
100
80
60
40
20
chan
ge in
sco
re, S
f – S
i (%
)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g = Sf – Si1 – Si
0.48
R.R. Hake, Am. J. Phys. 66, 64 (1998)
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Results
What about problem solving…?
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Results
25
20
15
10
5
01008060
exam score (%)
40200
cou
nt
1985exam scores
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Results
25
20
15
10
5
01008060
exam score (%)
40200
cou
nt
1991exam scores
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Results
25
20
15
10
5
01008060
exam score (%)
40200
cou
nt
1985/91exam scores
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Results
So better understanding leads to better
problem solving!
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Results
So better understanding leads to better
problem solving!
(but “good” problem solving doesn’t always
indicate understanding!)
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Conclusion
Let’s not forget the base
of the pyramid!
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Conclusion
Let’s give them something
of value!
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Conclusion
internal skepticism
growing pains
limited circle of influence
Challenges:
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Conclusion
engagement
improved understanding
class is fun!
Rewards:
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Funding
National Science Foundation
For a copy of this talk andadditional information:
http://mazur-www.harvard.edu