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written by Steven J. Pollock
We have collected extensive data on upper-division Electricity and Magnetism (E&M) student performance at CU Boulder since we introduced the University of Washington's Tutorials in Introductory Physics in 2004 as part of our freshman curriculum. In the earliest semesters, all upper-division students had themselves taken a non-Tutorial introductory Physics, providing a baseline at this upper-division level surprisingly close to post-scores in our reformed introductory course. More recently, the population in the upper-division is mixed with respect to freshman experience, with over half having been taught with Tutorials as freshmen. We track those students and find that on average, their individual BEMA scores do not change significantly over time. However, we do find a significantly stronger performance at the upper division level for students who went through Tutorials compared to those who had other introductory experiences, and stronger scores still for students who taught in the introductory sequence as Learning Assistants, indicating a long-term positive impact of Tutorials on conceptual understanding.
Physics Education Research Conference 2007
Part of the PER Conference series
Greensboro, NC: August 1-2, 2007
Volume 951, Pages 172-175
Subjects ADS Supplements Resource Types
Education - Applied Research
- Curriculum Development
= Course
Education - Basic Research
- Assessment
= Longitudinal
Electricity & Magnetism
- General
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Educators
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1063/1.2820925
Access Rights:
Limited free access and
Available by subscription and
Available for purchase
Restriction:
© 2007 2007 American Institute of Physics.
DOI:
10.1063/1.2820925
NSF Numbers:
0410744
0554616
PACSs:
01.40.Fk
01.40.gb
Keywords:
BEMA, Learning Assistants, PERC 2007, UW Tutorials, conceptual understanding, educational courses, electricity and magnetism, physics, student experiments
Record Cloner:
Metadata instance created June 9, 2009 by Jenny Rempel
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
November 12, 2007
Other Collections:

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Record Link
AIP Format
S. Pollock, presented at the Physics Education Research Conference 2007, Greensboro, NC, 2007, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9097&DocID=2014).
AJP/PRST-PER
S. Pollock, A Longitudinal Study of the Impact of Curriculum on Conceptual Understanding in E&M presented at the Physics Education Research Conference 2007, Greensboro, NC, 2007, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9097&DocID=2014>.
APA Format
Pollock, S. (2007, August 1-2). A Longitudinal Study of the Impact of Curriculum on Conceptual Understanding in E&M. Paper presented at Physics Education Research Conference 2007, Greensboro, NC. Retrieved September 2, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9097&DocID=2014
Chicago Format
Pollock, Steven. "A Longitudinal Study of the Impact of Curriculum on Conceptual Understanding in E&M." Paper presented at the Physics Education Research Conference 2007, Greensboro, NC, August 1-2, 2007. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9097&DocID=2014 (accessed 2 September 2014).
MLA Format
Pollock, Steven. "A Longitudinal Study of the Impact of Curriculum on Conceptual Understanding in E&M." Physics Education Research Conference 2007. Greensboro, NC: 2007. 172-175 Vol. 951 of PER Conference. 2 Sep. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9097&DocID=2014>.
BibTeX Export Format
@inproceedings{ Author = "Steven Pollock", Title = {A Longitudinal Study of the Impact of Curriculum on Conceptual Understanding in E&M}, BookTitle = {Physics Education Research Conference 2007}, Pages = {172-175}, Address = {Greensboro, NC}, Series = {PER Conference}, Volume = {951}, Month = {August 1-2}, Year = {2007} }
Refer Export Format

%A Steven Pollock
%T A Longitudinal Study of the Impact of Curriculum on Conceptual Understanding in E&M
%S PER Conference
%V 951
%D August 1-2 2007
%P 172-175
%C Greensboro, NC
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9097&DocID=2014
%O Physics Education Research Conference 2007
%O August 1-2
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Pollock, Steven
%D August 1-2 2007
%T A Longitudinal Study of the Impact of Curriculum on Conceptual Understanding in E&M
%B Physics Education Research Conference 2007
%C Greensboro, NC
%V 951
%P 172-175
%S PER Conference
%8 August 1-2
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9097&DocID=2014


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