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Physical Review Special Topics - Physics Education Research
written by Trevor I. Smith and Michael C. Wittmann
Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed University of Washington–style tutorial materials, but the different curricula have not been compared against each other. Our study examines three tutorials designed to improve student understanding of Newton's third law: the University of Washington's Tutorials in Introductory Physics (TIP), the University of Maryland's Activity-Based Tutorials (ABT), and the Open Source Tutorials (OST) also developed at the University of Maryland. Each tutorial was designed with different goals and agendas, and each employs different methods to help students understand the physics. We analyzed pretest and post-test data, including course examinations and data from the Force and Motion Conceptual Evaluation (FMCE). Using both FMCE and course data, we find that students using the OST version of the tutorial perform better than students using either of the other two.
Subjects ADS Supplements Resource Types
Classical Mechanics
- Newton's Third Law
Education - Applied Research
- Active Learning
= Inquiry Learning
General Physics
- Physics Education Research
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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application/pdf
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Access Rights:
Limited free access
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Restriction:
© 2007 The American Physical Society
DOI:
10.1103/PhysRevSTPER.3.020105
ISSN Number:
1554-9178
Keywords:
ABT, FMCE, OST, TIP, activity-based tutorials, force and motion conceptual evaluation, newton, open source tutorials, third law, tutorial, tutorials in introductory physics, univeristy of maryland, university of washington
Record Creator:
Metadata instance created July 4, 2008 by Lyle Barbato
Record Updated:
September 24, 2008 by Vince Kuo
Last Update
when Cataloged:
October 18, 2007
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Record Link
AIP Format
T. Smith and M. Wittmann, Phys. Rev. ST Phys. Educ. Res. 3 (2), 020105 (2007), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.3.020105).
AJP/PRST-PER
T. Smith and M. Wittmann, Comparing three methods for teaching Newton’s third law, Phys. Rev. ST Phys. Educ. Res. 3 (2), 020105 (2007), <http://dx.doi.org/10.1103/PhysRevSTPER.3.020105>.
APA Format
Smith, T., & Wittmann, M. (2007, October 18). Comparing three methods for teaching Newton’s third law. Phys. Rev. ST Phys. Educ. Res., 3(2), 020105. Retrieved November 23, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.3.020105
Chicago Format
Smith, Trevor I., and Michael Wittmann. "Comparing three methods for teaching Newton’s third law." Phys. Rev. ST Phys. Educ. Res. 3, no. 2, (October 18, 2007): 020105, http://dx.doi.org/10.1103/PhysRevSTPER.3.020105 (accessed 23 November 2014).
MLA Format
Smith, Trevor I., and Michael Wittmann. "Comparing three methods for teaching Newton’s third law." Phys. Rev. ST Phys. Educ. Res. 3.2 (2007): 020105. 23 Nov. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.3.020105>.
BibTeX Export Format
@article{ Author = "Trevor I. Smith and Michael Wittmann", Title = {Comparing three methods for teaching Newton’s third law}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {3}, Number = {2}, Pages = {020105}, Month = {October}, Year = {2007} }
Refer Export Format

%A Trevor I. Smith
%A Michael Wittmann
%T Comparing three methods for teaching Newton's third law
%J Phys. Rev. ST Phys. Educ. Res.
%V 3
%N 2
%D October 18, 2007
%P 020105
%U http://dx.doi.org/10.1103/PhysRevSTPER.3.020105
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Smith, Trevor I.
%A Wittmann, Michael
%D October 18, 2007
%T Comparing three methods for teaching Newton's third law
%J Phys. Rev. ST Phys. Educ. Res.
%V 3
%N 2
%P 020105
%8 October 18, 2007
%@ 1554-9178
%U http://dx.doi.org/10.1103/PhysRevSTPER.3.020105


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