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Abstract Title: Student Conceptual Understanding of Electrostatic Potentials and Views About Learning
Abstract: This past year at the University of Northern Colorado several research-based teaching practices were integrated into the two semester introductory physics course for science majors.  These included, but were not limited to, using many of the open-source Tutorials in Physics Sense-Making from the University of Maryland Physics Education Research Group.  This paper presents results on measures of conceptual understanding of equipotentials after students completed the Electrostatic Potentials Tutorial and Tutorial Homework. In addition CLASS data and results from an end of semester survey on students' views of the impact of different course resources on their learning will be presented. Results show that student conceptual understanding was much improved over traditional instruction and instructor observation found increased engagement with Tutorials; however, most students do not value the Tutorials for their learning.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Wendy Adams
University of Northern Colorado
CB 127
Greeley, CO 80639
Phone: 970-539-6154
Fax: 970-352-3506