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American Journal of Physics
written by Chance Hoellwarth, Matthew J. Moelter, and Randall D. Knight
We present data on student performance on conceptual understanding and on quantitative problem-solving ability in introductory mechanics in both studio and traditional classroom modes. The conceptual measures used were the Force Concept Inventory and the Force and Motion Conceptual Evaluation. Quantitative problem-solving ability was measured with standard questions on the final exam. Our data compare three different quarters over the course of 2 years. In all three quarters, the normalized learning gain in conceptual understanding was significantly larger for students in the studio sections. At the same time, students in the studio sections performed the same or slightly worse on quantitative final exam problems.
American Journal of Physics: Volume 73, Issue 5, Pages 459-462
Subjects Levels Resource Types
Education Foundations
- Assessment
= Conceptual Assessment
= Summative Assessment
- Cognition
- Student Characteristics
= Skills
Education Practices
- Learning Environment
- Lower Undergraduate
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= Research study
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© 2005 American Association of Physics Teachers
DOI:
10.1119/1.1862633
FIPSE Grant No.:
116P980003
Record Creator:
Metadata instance created September 9, 2016 by Madeleine Wolff
Record Updated:
September 28, 2016 by Lyle Barbato
Last Update
when Cataloged:
May 5, 2005
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Record Link
AIP Format
C. Hoellwarth, M. Moelter, and R. Knight, Am. J. Phys. 73 (5), 459 (2005), WWW Document, (http://dx.doi.org/10.1119/1.1862633).
AJP/PRST-PER
C. Hoellwarth, M. Moelter, and R. Knight, A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms, Am. J. Phys. 73 (5), 459 (2005), <http://dx.doi.org/10.1119/1.1862633>.
APA Format
Hoellwarth, C., Moelter, M., & Knight, R. (2005, May 5). A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms. Am. J. Phys., 73(5), 459-462. Retrieved December 12, 2017, from http://dx.doi.org/10.1119/1.1862633
Chicago Format
Hoellwarth, C, M. Moelter, and R. Knight. "A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms." Am. J. Phys. 73, no. 5, (May 5, 2005): 459-462, http://dx.doi.org/10.1119/1.1862633 (accessed 12 December 2017).
MLA Format
Hoellwarth, Chance, Matthew Moelter, and Randall Knight. "A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms." Am. J. Phys. 73.5 (2005): 459-462. 12 Dec. 2017 <http://dx.doi.org/10.1119/1.1862633>.
BibTeX Export Format
@article{ Author = "Chance Hoellwarth and Matthew Moelter and Randall Knight", Title = {A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms}, Journal = {Am. J. Phys.}, Volume = {73}, Number = {5}, Pages = {459-462}, Month = {May}, Year = {2005} }
Refer Export Format

%A Chance Hoellwarth
%A Matthew Moelter
%A Randall Knight
%T A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms
%J Am. J. Phys.
%V 73
%N 5
%D May 5, 2005
%P 459-462
%U http://dx.doi.org/10.1119/1.1862633
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Hoellwarth, Chance
%A Moelter, Matthew
%A Knight, Randall
%D May 5, 2005
%T A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms
%J Am. J. Phys.
%V 73
%N 5
%P 459-462
%8 May 5, 2005
%U http://dx.doi.org/10.1119/1.1862633


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