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Physical Review Special Topics - Physics Education Research
written by Steven J. Pollock
We have investigated the long-term effect of student-centered instruction at the freshman level on juniors' performance on a conceptual survey of Electricity and Magnetism (E&M). We measured student performance on a research-based conceptual instrument--the Brief Electricity & Magnetism Assessment (BEMA)–over a period of 8 semesters (2004–2007). Concurrently, we introduced the University of Washington's Tutorials in Introductory Physics as part of our standard freshman curriculum. Freshmen took the BEMA before and after this Tutorial-based introductory course, and juniors took it after completion of their traditional junior-level E&M I and E&M II courses. We find that, on average, individual BEMA scores do not change significantly after completion of the introductory course--neither from the freshman to the junior year, nor from upper-division E&M I to E&M II. However, we find that juniors who had completed a non-Tutorial freshman course scored significantly lower on the (post-upper-division) BEMA than those who had completed the reformed freshman course--indicating a long-term positive impact of freshman Tutorials on conceptual understanding.
Subjects ADS Supplements Resource Types
Education Foundations
- Assessment
= Instruments
= Longitudinal
Electricity & Magnetism
- General
- Reference Material
= Research study
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© 2009 American Physical Society
DOI:
10.1103/PhysRevSTPER.5.020110
PACSs:
01.40.Fk
01.40.gb
01.40.G-
Keywords:
Brief Electricity and Magnetism Assessment, Tutorials, conceptual understanding, longitudinal study, upper-division E&M
Record Creator:
Metadata instance created February 16, 2010 by Lyle Barbato
Record Updated:
May 29, 2011 by Lyle Barbato
Last Update
when Cataloged:
December 15, 2009
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AIP Format
S. Pollock, Phys. Rev. ST Phys. Educ. Res. 5 (2), 020110 (2009), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.5.020110).
AJP/PRST-PER
S. Pollock, Longitudinal study of student conceptual understanding in electricity and magnetism Phys. Rev. ST Phys. Educ. Res. 5 (2), 020110 (2009), <http://dx.doi.org/10.1103/PhysRevSTPER.5.020110>.
APA Format
Pollock, S. (2009, December 15). Longitudinal study of student conceptual understanding in electricity and magnetism. Phys. Rev. ST Phys. Educ. Res., 5(2), 020110. Retrieved August 27, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.5.020110
Chicago Format
Pollock, Steven. "Longitudinal study of student conceptual understanding in electricity and magnetism." Phys. Rev. ST Phys. Educ. Res. 5, no. 2, (December 15, 2009): 020110, http://dx.doi.org/10.1103/PhysRevSTPER.5.020110 (accessed 27 August 2014).
MLA Format
Pollock, Steven. "Longitudinal study of student conceptual understanding in electricity and magnetism." Phys. Rev. ST Phys. Educ. Res. 5.2 (2009): 020110. 27 Aug. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.5.020110>.
BibTeX Export Format
@article{ Author = "Steven Pollock", Title = {Longitudinal study of student conceptual understanding in electricity and magnetism}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {5}, Number = {2}, Pages = {020110}, Month = {December}, Year = {2009} }
Refer Export Format

%A Steven Pollock
%T Longitudinal study of student conceptual understanding in electricity and magnetism
%J Phys. Rev. ST Phys. Educ. Res.
%V 5
%N 2
%D December 15, 2009
%P 020110
%U http://dx.doi.org/10.1103/PhysRevSTPER.5.020110
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Pollock, Steven
%D December 15, 2009
%T Longitudinal study of student conceptual understanding in electricity and magnetism
%J Phys. Rev. ST Phys. Educ. Res.
%V 5
%N 2
%P 020110
%8 December 15, 2009
%U http://dx.doi.org/10.1103/PhysRevSTPER.5.020110


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