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Abstract Title: Correlation between FCI Gains and the Level of Interactive Engagement in the Calculus-Based Mechanics Course
Abstract: In Spring 2009 the physics program at the University of Wisconsin – Platteville moved into a new building with studio classrooms.  Although the classrooms were designed to allow for more interactive engagement in the introductory physics classes, they are still compatible with lecture instruction, and instructors are free to adopt any teaching style they wish.  The Force Concept Inventory (FCI) was administered to students in 31 sections of calculus-based introductory mechanics from Spring 2008 through Spring 2012.   The 31 sections were taught by 12 different instructors with varying teaching styles.  Each section was assigned a studio index (SI) based on the amount and diversity of active learning and interactive engagement.  The FCI normalized gain increased steadily with increasing SI for students of all abilities as measured by their grades in the class.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Philip W. Young
University of Wisconsin - Platteville
Department of Chemistry and Engineering Physics
Platteville, WI 53818
Phone: (608)342-1406