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Thesis Detail Page

written by Jeffrey Saul
This web page contains Jeffery M. Saul's doctoral dissertation. Users click on links to each chapter separately. This dissertation compares the effectiveness of traditional calculus-based instruction with University of Washington's Tutorials, University of Minnesota's Group Problem Solving & Problem Solving Labs, and Dickinson College's Workshop Physics. There were two main results. First, the exam problems and the pre/post FCI results on students' conceptual understanding showed that the three research-based curricula were more effective than traditional instruction. Second, although the distribution of students' expectations vary for different student populations, the overall distributions differ considerably from what expert physics instructors would like them to have and differ even more by the end of the first year. Only students from two of the research-based sequences showed any improvement in their expectations.
University: University of Maryland
Academic Department:  Physics
Pages 596
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Curriculum Development
- Pedagogy
Education - Basic Research
- Assessment
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/ms-word
Access Rights:
Free access
Restriction:
© 1998 Jefferey M. Saul
Type:
Dissertation
Keywords:
Dickinson College's Workshop Physics, Force Concept Inventory (FCI), Maryland Physics Expectation (MPEX) survey, University of Minnesota's Group Problem Solving & Problem Solving Labs, University of Washington's Tutorials, calculus-based instruction, cognitive beliefs, exam problems, introductory physics instruction
Record Creator:
Metadata instance created September 27, 2006 by Lyle Barbato
Record Updated:
June 21, 2011 by Lyle Barbato
Last Update
when Cataloged:
January 1, 1998
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Record Link
AIP Format
J. Saul, Dissertation, University of Maryland, 1998, WWW Document, (http://www.physics.umd.edu/rgroups/ripe/perg/dissertations/Saul/).
AJP/PRST-PER
J. Saul, Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum Dissertation, University of Maryland, 1998, <http://www.physics.umd.edu/rgroups/ripe/perg/dissertations/Saul/>.
APA Format
Saul, J. (1998, January 1). Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum (Dissertation, University of Maryland, 1998). Retrieved April 24, 2014, from http://www.physics.umd.edu/rgroups/ripe/perg/dissertations/Saul/
Chicago Format
Saul, Jeffrey. "Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum." Dissertation, University of Maryland, 1998. http://www.physics.umd.edu/rgroups/ripe/perg/dissertations/Saul/ (accessed 24 April 2014).
MLA Format
Saul, Jeffrey. "Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum." Dissertation. 1 Jan. 1998. University of Maryland, 1998. 24 Apr. 2014 <http://www.physics.umd.edu/rgroups/ripe/perg/dissertations/Saul/>.
BibTeX Export Format
@phdthesis{ Author = "Jeffrey Saul", Title = {Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum}, School = {University of Maryland}, Type = {Dissertation}, Month = {January}, Year = {1998} }
Refer Export Format

%A Jeffrey Saul
%T Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum
%R Dissertation
%D January 1, 1998
%P 596
%I University of Maryland
%U http://www.physics.umd.edu/rgroups/ripe/perg/dissertations/Saul/
%O Physics
%O application/ms-word
%O Dissertation

EndNote Export Format

%0 Thesis
%A Saul, Jeffrey
%D January 1, 1998
%T Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum
%B Physics
%I University of Maryland
%P 596
%8 January 1, 1998
%9 Dissertation
%U http://www.physics.umd.edu/rgroups/ripe/perg/dissertations/Saul/


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