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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 - Applied Research
- Learning Environment
Education - Basic Research
- Assessment
= Conceptual Assessment
= Summative Assessment
- Cognition
- Student Characteristics
= Skills
- Lower Undergraduate
- Reference Material
= 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
ComPADRE is beta testing Citation Styles!

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 April 6, 2020, 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 6 April 2020).
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. 6 Apr. 2020 <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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Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

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