home - login - register

Journal Article Detail Page

Physical Review Special Topics - Physics Education Research
written by Steven J. Pollock and Noah D. Finkelstein
While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well understood. We present a study of the hand-off of Tutorials in Introductory Physics [McDermott and Schaffer (Prentice-Hall, Upper Saddle River, NJ, 2002)] from initial adopters to other instructors at the University of Colorado, including traditional faculty not involved in physics educational research. The study examines the impact of implementation of tutorials on student conceptual learning across ten first-semester, and seven second-semester courses, for 15 faculty members over 13 semesters, and includes roughly 5000 students. It is possible to demonstrate consistently high, and statistically indistinguishable, student learning gains for different faculty members; however, such results are not the norm and appear to rely on a variety of factors. Student performance varies by faculty background--faculty involved in, or informed by physics education research, consistently post higher student learning gains than less-informed faculty. Student performance in these courses also varies by curricula used--all semesters in which the research-based Tutorials and learning assistants are used have higher student learning gains than those semesters that rely on nonresearch-based materials and do not employ learning assistants.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Curriculum Development
= Course
- Pedagogy
General Physics
- Physics Education Research
= Reform Sustainability
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Administrators
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
text/html
Access Rights:
Limited free access
Personal use only, all commercial or other reuse prohibited
Restriction:
© 2008 The American Physical Society
DOI:
10.1103/PhysRevSTPER.4.010110
ISSN Number:
1554-9178
PACS:
01.40.Fk
Keywords:
BEMA, FCME, IE, University of Washington, brief electricity and maganetism assessment, force and motion concepte evaluation, interactive engagement, peer instruction, tutorial
Record Creator:
Metadata instance created July 4, 2008 by Lyle Barbato
Record Updated:
July 14, 2013 by Lyle Barbato
Last Update
when Cataloged:
June 3, 2008
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
S. Pollock and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res. 4 (1), 010110 (2008), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.4.010110).
AJP/PRST-PER
S. Pollock and N. Finkelstein, Sustaining educational reforms in introductory physics, Phys. Rev. ST Phys. Educ. Res. 4 (1), 010110 (2008), <http://dx.doi.org/10.1103/PhysRevSTPER.4.010110>.
APA Format
Pollock, S., & Finkelstein, N. (2008, June 3). Sustaining educational reforms in introductory physics. Phys. Rev. ST Phys. Educ. Res., 4(1), 010110. Retrieved December 21, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.4.010110
Chicago Format
Pollock, Steven, and Noah Finkelstein. "Sustaining educational reforms in introductory physics." Phys. Rev. ST Phys. Educ. Res. 4, no. 1, (June 3, 2008): 010110, http://dx.doi.org/10.1103/PhysRevSTPER.4.010110 (accessed 21 December 2014).
MLA Format
Pollock, Steven, and Noah Finkelstein. "Sustaining educational reforms in introductory physics." Phys. Rev. ST Phys. Educ. Res. 4.1 (2008): 010110. 21 Dec. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.4.010110>.
BibTeX Export Format
@article{ Author = "Steven Pollock and Noah Finkelstein", Title = {Sustaining educational reforms in introductory physics}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {4}, Number = {1}, Pages = {010110}, Month = {June}, Year = {2008} }
Refer Export Format

%A Steven Pollock
%A Noah Finkelstein
%T Sustaining educational reforms in introductory physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 4
%N 1
%D June 3, 2008
%P 010110
%U http://dx.doi.org/10.1103/PhysRevSTPER.4.010110
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Pollock, Steven
%A Finkelstein, Noah
%D June 3, 2008
%T Sustaining educational reforms in introductory physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 4
%N 1
%P 010110
%8 June 3, 2008
%@ 1554-9178
%U http://dx.doi.org/10.1103/PhysRevSTPER.4.010110


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

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.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials