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PERC 2008 Abstract Detail Page

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Abstract Title: Institutionalizing Change: Case Studies & Institutional Analysis of Pedagogical Reform in Intro Phys
Abstract: We examine how the University of Colorado has created a sustained use of a research-based curriculum in two courses simultaneously, despite the significant increases in cost and time commitment. The adoption of the research-based University of Washington Tutorials in Introductory Physics [1] curriculum required significant pedagogical shifts in the role of students, faculty and their interactions. We describe both successful and unsuccessful hand-offs of the curriculum to professors from traditional physics research disciplines.[2] Through faculty interviews, we capture a shift in how professors talk about this curriculum, as well as their views about teaching and learning physics before and after they implement the tutorial curriculum. We find that teaching with the Tutorial curriculum can result in shifts in professors' views about teaching and learning physics, although this does not always happen. We describe characteristics of the professor's participation in implementing this curriculum and in the professor's background in order to make sense of when we do and do not see shifts.

[1] L. C. McDermott and P. S. Shaffer, Tutorials in Introductory Physics (Prentice-Hall, Upper Saddle River, NJ, 2002).

[2] N. D. Finkelstein and S. J. Pollock, Replicating and understanding successful innovations: Implementing tutorials in introductory physics, Phys. Rev. ST Physics Ed. Research 1, 010101 (2005).
Abstract Type: Contributed Poster
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Chandra Turpen
University of Colorado at Boulder
4490 Ludlow Street
Boulder, CO 80305
Co-Author(s)
and Co-Presenter(s)
Noah D. Finkelstein
University of Colorado at Boulder