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Abstract Title: Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses
Abstract: Instructors of reformed courses face many potential barriers to change. One possible barrier is students' reactions to differences between the reformed and traditional courses. We used an "expectancy violation" framework to explore students' experiences in second semester calculus-based introductory physics courses, taught either in a traditional lecture and laboratory mode or in a studio mode that closely modeled SCALE-UP. In this pilot study, we adapted the Pedagogical Expectancy Violation Assessment (PEVA) to include questions about course satisfaction. At the end of the semester, students were asked to report on their initial expectations for the course and what they experienced in the course, as well as their satisfaction with specific experiences and the course overall. We present preliminary results about differences between students' reported expectations and experiences in the traditional and studio courses, as well as the effect of the format of their first semester introductory physics course, gender and ethnicity.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jacquelyn J. Chini
University of Central Florida
4000 Central Florida Blvd.
Orlando, FL 32828
Phone: 407-823-3607
and Co-Presenter(s)
Jon D. H. Gaffney, Eastern Kentucky University
Ahlam Al-Rawi, University of Central Florida