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American Journal of Physics
written by Patrick B. Kohl and H. Vincent Kuo
The Colorado School of Mines (CSM) has taught its first-semester calculus-based introductory physics course (Physics I) using a hybrid lecture/Studio Physics format since the spring of 1997. Starting in the fall of 2007, we have been converting the second semester of our calculus-based introductory physics course (Physics II) to a hybrid lecture/Studio Physics format, beginning from a traditional lecture/lab/recitation course. In this paper, we document the stages of this transformation, highlighting what has worked and what has not, and the challenges and benefits associated with the switch to Studio Physics. A major goal in this study is to develop a method for secondary implementations of Studio physics that keeps the time and resource investments manageable. We describe the history of Studio at CSM and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), exam scores, failure rates, and a variety of qualitative observations. Results suggest that Studio has increased student performance and satisfaction despite an aggressive expansion of class sizes in the past few years. Gains have been concentrated mostly in problem-solving skills and exam performance (as opposed to conceptual survey gains), in contrast to what has sometimes been seen in other studies.
American Journal of Physics: Volume 80, Issue 9, Pages 832-858
Subjects Levels Resource Types
Education - Applied Research
- Curriculum Development
- Learning Environment
Education - Basic Research
- Achievement
- Alternative Conceptions
- Assessment
= Methods
- Learning Theory
= Cognitive Apprenticeship
- Sample Population
- Student Characteristics
= Ability
= Skills
Electricity & Magnetism
- General
- Lower Undergraduate
- Reference Material
= Article
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Pedagogy Guide
- Researchers
- Administrators
- Educators
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© 2012 American Association of Physics Teachers
DOI:
10.1119/1.4712305
ISBN Number:
00029505
ISSN Number:
19432909
NSF Number:
TUES 0836937
PACS:
01.40.Fk
Keywords:
Studio Physics data, Studio Physics efficacy, Studio Physics research
Record Creator:
Metadata instance created August 26, 2013 by Zachary Davis
Record Updated:
May 9, 2022 by Caroline Hall
Last Update
when Cataloged:
September 1, 2012
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Record Link
AIP Format
P. Kohl and V. Kuo, Am. J. Phys. 80 (9), 832 (2012), WWW Document, (https://doi.org/10.1119/1.4712305).
AJP/PRST-PER
P. Kohl and V. Kuo, Chronicling a successful secondary implementation of Studio Physics, Am. J. Phys. 80 (9), 832 (2012), <https://doi.org/10.1119/1.4712305>.
APA Format
Kohl, P., & Kuo, V. (2012, September 1). Chronicling a successful secondary implementation of Studio Physics. Am. J. Phys., 80(9), 832-858. Retrieved May 20, 2022, from https://doi.org/10.1119/1.4712305
Chicago Format
Kohl, Patrick B., and Vince Kuo. "Chronicling a successful secondary implementation of Studio Physics." Am. J. Phys. 80, no. 9, (September 1, 2012): 832-858, https://doi.org/10.1119/1.4712305 (accessed 20 May 2022).
MLA Format
Kohl, Patrick B., and Vince Kuo. "Chronicling a successful secondary implementation of Studio Physics." Am. J. Phys. 80.9 (2012): 832-858. 20 May 2022 <https://doi.org/10.1119/1.4712305>.
BibTeX Export Format
@article{ Author = "Patrick B. Kohl and Vince Kuo", Title = {Chronicling a successful secondary implementation of Studio Physics}, Journal = {Am. J. Phys.}, Volume = {80}, Number = {9}, Pages = {832-858}, Month = {September}, Year = {2012} }
Refer Export Format

%A Patrick B. Kohl %A Vince Kuo %T Chronicling a successful secondary implementation of Studio Physics %J Am. J. Phys. %V 80 %N 9 %D September 1, 2012 %P 832-858 %U https://doi.org/10.1119/1.4712305 %O application/pdf

EndNote Export Format

%0 Journal Article %A Kohl, Patrick B. %A Kuo, Vince %D September 1, 2012 %T Chronicling a successful secondary implementation of Studio Physics %J Am. J. Phys. %V 80 %N 9 %P 832-858 %8 September 1, 2012 %@ 00029505,19432909 %U https://doi.org/10.1119/1.4712305


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