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Abstract Title: Relevance and Responsibility: Preliminary Results from the Implementation of a Cooperative Problem-Solving in a Large Introductory Physics Course
Abstract: Interactive instruction methods have measurable gains in concept learning and retention, but problem-solving skills and development of a scientific mindset are often missing in the large lecture environment that characterizes introductory physics courses at universities.  I describe an implementation of the Cooperative Problem-Solving Model (Heller & Heller 2010) for over 500 students in an Introductory Mechanics course for Life Science Majors at UC San Diego, aimed at improving problem-solving, relevance and student collaboration in learning. I describe our flipped-model approach with 25 hours of video lectures, problem-solving skill development through training worksheets and strategy scaffolds, and bi-weekly team projects combining physical and life science problems. Nine sections of this course were conducted alongside a large lecture "control", all taught by the same instructor. I show comparisons in student performance on exams, FCI and CLASS; and anecdotal evidence indicating increased relevance and collaboration. I also examine how video usage impacted learning.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Adam Burgasser
UC San Diego
UCSD Mail Code 0424
9500 Gilman Drive
La Jolla, CA 92093
Phone: 8588226958
and Co-Presenter(s)
Mike Lopez (UC San Diego), Isabela Rodrigues (Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro), Jordan Campbell (UC San Diego)

Contributed Poster

Contributed Poster: Download the Contributed Poster