written by Idaykis Rodriguez, Geoff Potvin, Eric Brewe, and Laird H. Kramer

Active-learning approaches to teaching introductory physics have been found to improve student performance and learning gains. We report on longitudinal investigations of student performance in upper level physics courses after having previously taken Modeling Instruction introductory physics courses at Florida International University. Student performance data were analyzed for academic years 2005-2014 in upper level courses including Modern Physics, Mechanics, Electromagnetism, and Quantum Mechanics. We compare how male and female students who took traditional or reformed Modeling Instruction introductory courses perform in these subsequent courses. We look for differential effects between men and women who had these two types of introductory experiences. The implications of this work for our understanding of the impacts of active-learning experiences will be discussed.

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Last Modified April 24, 2015

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