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written by Jacquelyn J. Chini, Jon D. H. Gaffney, and Ahlam Al-Rawi
Instructors of reformed courses face many potential barriers to change. One possible barrier is students' reactions to differences between reformed and traditional courses. We used an "expectancy violation" framework to explore students' experiences in second semester calculus-based introductory physics courses, taught either in a traditional lecture and laboratory mode or in a studio mode that closely modeled SCALE-UP. In this pilot study, we adapted the Pedagogical Expectancy Violation Assessment (PEVA) to include questions about course satisfaction. At the end of the semester, students were asked to report on their initial expectations for the course and what they experienced in the course, as well as their satisfaction with specific experiences and the course overall. We investigated differences between the courses, as well as the effect of the format of students' first semester introductory physics course, gender and race/ethnicity. Although preliminary, our results suggest that students in the SCALE-UP course experienced more expectancy violations and more frequently had a negative opinion about those expectancy violations. Our analysis also revealed differences between the types of questions that exhibited expectancy violations in each course and a difference in interpretation of the traditional course for students with prior experience in a SCALE-UP course.
Physics Education Research Conference 2013
Part of the PER Conference series
Portland, OR: July 17-18, 2013
Pages 85-88
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
Education - Basic Research
- Assessment
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.pr.009
PACSs:
01.40.Fk
01.40.Di
01.40.gb
Keywords:
PERC 2013, active learning, expectancy violations, student affect
Record Cloner:
Metadata instance created January 30, 2014 by Lyle Barbato
Record Updated:
July 30, 2014 by Lyle Barbato
Last Update
when Cataloged:
December 16, 2013
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Record Link
AIP Format
J. Chini, J. Gaffney, and A. Al-Rawi, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13117&DocID=3666).
AJP/PRST-PER
J. Chini, J. Gaffney, and A. Al-Rawi, Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13117&DocID=3666>.
APA Format
Chini, J., Gaffney, J., & Al-Rawi, A. (2013, July 17-18). Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved July 31, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13117&DocID=3666
Chicago Format
Chini, J, J. Gaffney, and A. Al-Rawi. "Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13117&DocID=3666 (accessed 31 July 2014).
MLA Format
Chini, Jacquelyn, Jon Gaffney, and Ahlam Al-Rawi. "Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses." Physics Education Research Conference 2013. Portland, OR: 2013. 85-88 of PER Conference. 31 July 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13117&DocID=3666>.
BibTeX Export Format
@inproceedings{ Author = "Jacquelyn Chini and Jon Gaffney and Ahlam Al-Rawi", Title = {Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses}, BookTitle = {Physics Education Research Conference 2013}, Pages = {85-88}, Address = {Portland, OR}, Series = {PER Conference}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Jacquelyn Chini
%A Jon Gaffney
%A Ahlam Al-Rawi
%T Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses
%S PER Conference
%D July 17-18 2013
%P 85-88
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13117&DocID=3666
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Chini, Jacquelyn
%A Gaffney, Jon
%A Al-Rawi, Ahlam
%D July 17-18 2013
%T Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses
%B Physics Education Research Conference 2013
%C Portland, OR
%P 85-88
%S PER Conference
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13117&DocID=3666


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Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses:


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