innovative curricula how well do they work? could they work at your institution?
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Innovative Curricula How well do they work? Could they work at your institution?. Karen Cummings Dept. of Physics Southern Connecticut State University. Outline. Description of several educational research based curricula Role of assessment in curriculum development. - PowerPoint PPT PresentationTRANSCRIPT
Innovative Curricula How well do they work? Could they work at your institution?
Karen CummingsDept. of Physics
Southern Connecticut State University
Outline Description of several educational research
based curricula Role of assessment in curriculum
development. Description of Rensselaer, RPI students and
the Studio Physics program at Rensselaer Ideas for fitting innovative curricula to
traditional course structures.
Research Based Curricula and Approaches
1. Scale-up
2. Workshop Physics
3. Peer-Instruction
4. Real Time Physics
5. Tutorials
6. Cooperative group problem solving
7. Interactive Lecture demonstrations
8. Several Others
Body of Knowledge about How
People Learn
Physics
Curriculum
Development
Assessment of Outcomes
The Role of Assessment:A Scientific Approach to Curriculum Development
Assessments of Conceptual Learning
• Force Concept Inventory
• Force and Motion Conceptual Exam
• Electricity and Magnetism Conceptual Evaluations
Sample Kinematics QuestionsSample Kinematics Questions
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1.Which velocity graph shows the object moving away from the origin at a constant velocity?
2.Which velocity graph shows the object moving toward the origin at a steady (constant) velocity?
3.Which velocity graph shows the object reversing direction?
Direction of Force
Direction of Force
A sled on ice moves in the ways described below. Friction is so small that it can be ignored. A person wearing spiked shoes standing on the ice can apply a force to the sled and push it along the ice. Choose the one force (A through G) which would keep the sled moving as described in each statement below.
A. The force is toward the right and is increasing in strength (magnitude)
. B. The force is toward the right and is or constant strength (magnitude).
C. The force is toward the right and is decreasing in strength (magnitude).
D. No applied force is needed.
E. The force is toward the left and is decreasing in strength (magnitude).
F. The force is toward the left and is of constant strength (magnitude).
G. The force is toward the left and is increasing in strength (magnitude).
___1. Which force would keep the sled moving toward the right at a steady (constant) velocity?___2. The sled is moving toward the right. Which force would slow it down at a steady rate (constant acceleration)?
What’s the Value?
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1. Velocity and Acceleration (Kin.)
2. F=ma (N2)
3. Newton’s Third Law (N3)
“Gain” in Understanding
knowalready t didn'much they How
learnedmuch they How
Pre-100
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The Studio Physics Courses at Rensselaer:
An example of a research driven approach to curriculum development
What type of an Institution is Rensselaer?
What type of an Institution is Rensselaer?
• Engineering School (75% of undergrads)
• 75% Male
• Diverse Nationalities
• High SAT scores (Average=1300 ish)
• High school physics course is required for incoming students
What is a Studio Physics class like at Rensselaer?
General Features of the Studio Course
• Combine Lecture/Recitation/Lab
• Redesigned Classrooms with technology
• Smaller classes
• De-emphasize lecture
• Emphasized Hands On, Collaborative Learning (Activities)
Homework Discussion (20 Mins)
Mini-Lecture (20 Mins)
Activity (70 Mins)
Typical Studio Physics Class
Features of the Studio Activities
Collaborative Learning
How Well Does it Work?
The 1998 Experiment
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Features of the Studio Activities That WORKConstructivist approach-Start where the students “are” intellectually
-Provide experiences which allow students to build their own understanding of the material.
-Students are active participants in the course
-Students come to class with existing ideas about the material (some wrong)
How Successful Are We?Focusing in on the first objective listed….
Firm understanding of fundamental principles. (Ability to think on one’s feet).
FMCE Pre
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What level student is most significantly impacted by
research informed curriculum development?
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New Curriculum-Studio Model
Force and Motion Conceptual Evaluation
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Experimental Sections
Standard Sections
Force Concept Inventory
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Experimental Sections
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Fitting Innovative Curricula into a Traditional Course Structure:
1. Lab as center piece-Studio approach at state institutions
2. Reform of one aspect of the course-Peer Instruction, Interactive Lecture Demonstrations, Tutorials
3. Constructivist approaches in whatever you do- and assess your outcomes
Thank You!!