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Physical Review Special Topics - Physics Education Research
written by Jon D. H. Gaffney, Amy L. Housley Gaffney, and Robert J. Beichner
We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA in four physics classes at three institutions that used the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) pedagogy in order to gain an understanding of students' initial expectations, how those expectations are shifted during early classes, and what students report experiencing at the end of the semester. The results indicate appropriate shifts in student expectations during orientation, but some gaps between student expectations and experiences persisted. Students rated the communication aspects of SCALE-UP as desirable and indicated an overall positive affect toward the pedagogy, indicating that violations of their initial expectations were largely positive. By studying the patterns of the shifts in students' expectations and gaps between those expectations and their experiences, we gain insight for improving both the orientation of the students and the implementation of the course.
Subjects Levels Resource Types
Education Practices
- Learning Environment
- Pedagogy
General Physics
- Physics Education Research
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
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© 2010 American Physical Society
DOI:
10.1103/PhysRevSTPER.6.010102
PACSs:
01.40.Fk
01.40.Di
Keywords:
Pedagogical Expectancy Violation Assessment, SCALE-UP, student expectations
Record Creator:
Metadata instance created February 16, 2010 by Lyle Barbato
Record Updated:
March 21, 2010 by Lyle Barbato
Last Update
when Cataloged:
February 5, 2010
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AIP Format
J. Gaffney, A. Gaffney, and R. Beichner, Phys. Rev. ST Phys. Educ. Res. 6 (1), 010102 (2010), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.6.010102).
AJP/PRST-PER
J. Gaffney, A. Gaffney, and R. Beichner, Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms, Phys. Rev. ST Phys. Educ. Res. 6 (1), 010102 (2010), <http://dx.doi.org/10.1103/PhysRevSTPER.6.010102>.
APA Format
Gaffney, J., Gaffney, A., & Beichner, R. (2010, February 5). Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms. Phys. Rev. ST Phys. Educ. Res., 6(1), 010102. Retrieved December 17, 2017, from http://dx.doi.org/10.1103/PhysRevSTPER.6.010102
Chicago Format
Gaffney, J, A. Gaffney, and R. Beichner. "Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms." Phys. Rev. ST Phys. Educ. Res. 6, no. 1, (February 5, 2010): 010102, http://dx.doi.org/10.1103/PhysRevSTPER.6.010102 (accessed 17 December 2017).
MLA Format
Gaffney, Jon, Amy Gaffney, and Robert Beichner. "Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms." Phys. Rev. ST Phys. Educ. Res. 6.1 (2010): 010102. 17 Dec. 2017 <http://dx.doi.org/10.1103/PhysRevSTPER.6.010102>.
BibTeX Export Format
@article{ Author = "Jon Gaffney and Amy Gaffney and Robert Beichner", Title = {Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {6}, Number = {1}, Pages = {010102}, Month = {February}, Year = {2010} }
Refer Export Format

%A Jon Gaffney
%A Amy Gaffney
%A Robert Beichner
%T Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms
%J Phys. Rev. ST Phys. Educ. Res.
%V 6
%N 1
%D February 5, 2010
%P 010102
%U http://dx.doi.org/10.1103/PhysRevSTPER.6.010102
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Gaffney, Jon
%A Gaffney, Amy
%A Beichner, Robert
%D February 5, 2010
%T Do they see it coming? Using expectancy violation to gauge the success of pedagogical reforms
%J Phys. Rev. ST Phys. Educ. Res.
%V 6
%N 1
%P 010102
%8 February 5, 2010
%U http://dx.doi.org/10.1103/PhysRevSTPER.6.010102


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