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Abstract Title: Additional Evidence of Far Transfer of Scientific Reasoning Skills Acquired in a Reformed Physics Course
Abstract: The introductory physics course, Physics 7, was radically reformed 16 years ago in order to explicitly emphasize the development of scientific reasoning skills in all elements of the course(1). We have previously reported on increased performance in MCAT biological and physical science scores(1,2), in a rigorous systemic physiology course(2), and higher junior/senior GPAs(1) for students who took Physics 7 rather than a traditionally taught introductory physics course.  We report here on significantly increased performance by biological-science majors in a general chemistry course when they take the first quarter of Physics 7 prior to beginning the chemistry sequence instead of taking general chemistry prior to beginning introductory physics(3).
Footnote: (1) Potter, http://arxiv.org/abs/1205.6970v1 Sixteen years of Collaborative Learning through Active Sense-making in Physics (CLASP) at UC Davis
(2) Potter, Persistent Changes in Student Thinking Following a Reformed Physics Course, AAPT S2004
(3) Lynch, Effects of Multiple Reformed Courses on Freshman Cohorts, AAPT S2010
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Wendell H Potter
University of California, Davis - Physics Dept
One Shields Ave
Davis, CA 95616
Phone: 916 955 8350
Fax: 530 752 4717
Co-Author(s)
and Co-Presenter(s)
Robert B Lynch
University of California, Davis - Physics Dept

Contributed Poster

Contributed Poster: Download the Contributed Poster