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American Journal of Physics
written by Eugenia Etkina, K. Gibbons, B. L. Holton, and George K. Horton
In order to provide a physics instructional environment in which at-risk students (particularly women and minorities) can successfully learn and enjoy introductory physics, we have introduced Extended General Physics as an option for science, science teaching, and pre-health professions majors at Rutgers University. We have taught the course for the last five years. In this new course, we have used many elements that have been proven to be successful in physics instruction. We have added a new component, the minilab, stressing qualitative experiments performed by the students. By integrating all the elements, and structuring the time the students invest in the course, we have created a successful program for students-at-risk, indeed for all students. Our aim was not only to foster successful mastery of the traditional physics syllabus by the students, but to create a sense of community through the cooperation of students with each other and their instructors. We present a template for implementation of our program elsewhere.
American Journal of Physics: Volume 67, Issue 9, Pages 810-818
Subjects ADS Supplements Resource Types
Education - Applied Research
- Curriculum Development
= Course
General Physics
- Physics Education Research
- Instructional Material
= Best practice
= Curriculum
= Laboratory
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- PER Literature
- Educators
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Formats:
text/html
application/pdf
application/postscript
Access Rights:
Available by subscription
Restriction:
© 1999 American Journal of Physics
Additional information is available.
DOI:
10.1119/1.19129
Keywords:
at-risk students, educational courses, physics, qualitative experiments, teaching
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
October 21, 2005 by Vince Kuo
Last Update
when Cataloged:
September 1, 1999
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
E. Etkina, K. Gibbons, B. Holton, and G. Horton, Am. J. Phys. 67 (9), 810 (1999), WWW Document, (http://dx.doi.org/10.1119/1.19129).
AJP/PRST-PER
E. Etkina, K. Gibbons, B. Holton, and G. Horton, Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University, Am. J. Phys. 67 (9), 810 (1999), <http://dx.doi.org/10.1119/1.19129>.
APA Format
Etkina, E., Gibbons, K., Holton, B., & Horton, G. (1999, September 1). Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University. Am. J. Phys., 67(9), 810-818. Retrieved December 21, 2014, from http://dx.doi.org/10.1119/1.19129
Chicago Format
Etkina, E, K. Gibbons, B. Holton, and G. Horton. "Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University." Am. J. Phys. 67, no. 9, (September 1, 1999): 810-818, http://dx.doi.org/10.1119/1.19129 (accessed 21 December 2014).
MLA Format
Etkina, Eugenia, K. Gibbons, B. L. Holton, and George K. Horton. "Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University." Am. J. Phys. 67.9 (1999): 810-818. 21 Dec. 2014 <http://dx.doi.org/10.1119/1.19129>.
BibTeX Export Format
@article{ Author = "Eugenia Etkina and K. Gibbons and B. L. Holton and George K. Horton", Title = {Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University}, Journal = {Am. J. Phys.}, Volume = {67}, Number = {9}, Pages = {810-818}, Month = {September}, Year = {1999} }
Refer Export Format

%A Eugenia Etkina
%A K. Gibbons
%A B. L. Holton
%A George K. Horton
%T Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University
%J Am. J. Phys.
%V 67
%N 9
%D September 1, 1999
%P 810-818
%U http://dx.doi.org/10.1119/1.19129
%O text/html

EndNote Export Format

%0 Journal Article
%A Etkina, Eugenia
%A Gibbons, K.
%A Holton, B. L.
%A Horton, George K.
%D September 1, 1999
%T Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University
%J Am. J. Phys.
%V 67
%N 9
%P 810-818
%8 September 1, 1999
%U http://dx.doi.org/10.1119/1.19129


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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