PERC 2008 Abstract Detail Page
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| Abstract Title: | Learning and Success in Introductory Physics for Black Science Students in the Post-Apartheid Era |
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| Abstract: | Participation and success rates of black students at universities in South Africa are still very low compared to their white counterparts, particularly in mathematics and science, due to general economic disadvantage and a lack of qualified teachers and resources at high schools. The General Entry to Programmes in Science (GEPS) at the University of Cape Town is designed to increase the number of black students enrolling for a science degree and maximize their chances of graduating. Students in this program spend an extra year during which they participate in a number of "intensive" science courses including physics. The physics course is designed around three areas: "in context" mathematical techniques, problem-solving laboratories, and scientific writing skills. The physics course covers half of the material that is covered in the regular physics course after which students complete the remaining material in their second year at a similar pace to the regular students. |
| Abstract Type: | Targeted Poster |
| Targeted Session: | Does PER-Based Instruction Help Underrepresented Groups Succeed, and How Can It Do So Better? |
Author/Organizer Information | |
| Primary Contact: |
Saalih Allie University of Cape Town, South Africa |
