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written by Steven J. Pollock
We examine the effects of, and interplay among, several proven research-based reforms implemented in an introductory large enrollment (500+) calculus-based physics course. These interventions included Peer Instruction with student response system in lecture, Tutorials with trained undergrad learning assistants in recitations, and personalized computer assignments. We collected extensive informal online survey data along with validated pre/post content- and attitude-surveys, and long answer pre/post content questions designed to assess learning gains and near transfer, to investigate complementary effects of these multiple reforms, and to begin to understand which features are necessary and effective for high fidelity replication. Our average [median] normalized gain was .62 [0.67] on the FCI, .66 [0.77] on the FMCE, yet we find we cannot uniquely associate these gains with any individual isolated course components. We also investigate the population of students with low final conceptual scores, with an emphasis on the roles played by demographics, preparation, and self-reported attitudes and beliefs about learning.
Physics Education Research Conference 2004
Part of the PER Conference series
Sacramento, California: August 4-5, 2004
Volume 790, Pages 137-140
Subjects Levels Resource Types
Education - Applied Research
- Curriculum Development
Education - Basic Research
- Assessment
- Learning Theory
General Physics
- Physics Education Research
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.2084720
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Restriction:
© 2004 American Institute of Physics
DOI:
10.1063/1.2084720
PACSs:
01.40.Fk
01.40.Gm
Keywords:
FCI, FMCE, PERC 2004, Peer Instruction, Tutorials, attitude surveys, educational courses, multiple reforms, physics, research and development management, teaching
Record Cloner:
Metadata instance created October 19, 2009 by Alea Smith
Record Updated:
July 8, 2013 by Lyle Barbato
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Record Link
AIP Format
S. Pollock, presented at the Physics Education Research Conference 2004, Sacramento, California, 2004, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9550&DocID=3447).
AJP/PRST-PER
S. Pollock, No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms, presented at the Physics Education Research Conference 2004, Sacramento, California, 2004, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9550&DocID=3447>.
APA Format
Pollock, S. (2004, August 4-5). No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms. Paper presented at Physics Education Research Conference 2004, Sacramento, California. Retrieved October 20, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9550&DocID=3447
Chicago Format
Pollock, Steven. "No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms." Paper presented at the Physics Education Research Conference 2004, Sacramento, California, August 4-5, 2004. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9550&DocID=3447 (accessed 20 October 2014).
MLA Format
Pollock, Steven. "No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms." Physics Education Research Conference 2004. Sacramento, California: 2004. 137-140 Vol. 790 of PER Conference. 20 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9550&DocID=3447>.
BibTeX Export Format
@inproceedings{ Author = "Steven Pollock", Title = {No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms}, BookTitle = {Physics Education Research Conference 2004}, Pages = {137-140}, Address = {Sacramento, California}, Series = {PER Conference}, Volume = {790}, Month = {August 4-5}, Year = {2004} }
Refer Export Format

%A Steven Pollock
%T No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms
%S PER Conference
%V 790
%D August 4-5 2004
%P 137-140
%C Sacramento, California
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9550&DocID=3447
%O Physics Education Research Conference 2004
%O August 4-5
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Pollock, Steven
%D August 4-5 2004
%T No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms
%B Physics Education Research Conference 2004
%C Sacramento, California
%V 790
%P 137-140
%S PER Conference
%8 August 4-5
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9550&DocID=3447


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No Single Cause: Learning Gains, Student Attitudes, and the Impacts of Multiple Effective Reforms:


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