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Abstract Title: Measuring Problem Solving Skill Gains in a Flipped Cooperative Problem-Solving Model Introductory Physics Course at UC San Diego
Abstract: Large research universities overwhelmingly use traditional large lecture styles of teaching in introductory physics courses for life science majors. We present the outcomes from an experimental application of a flipped, Cooperative-Problem-Solving teaching model applied to an Introductory Mechanics course of 500 students, with a concurrent interactive lecture model applied to 400 students. The course structure is described in an accompanying poster. Here, we report quantitative comparisons of FCI and CLASS inventories, exam performance, and long-term Physics course performance. In particular, we examine variations in performance on exam question types to assess the relative differences between conceptual understanding, estimation and problem solving skills. While students performed comparably on exams overall (with variations seen primarily in class meeting time), our preliminary results suggest that students who learn in a problem-solving classroom perform significantly better on complex problem solving questions than students who learn in a lecture environment.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Mike Albert Lopez
UC San Diego
2522 W. Edinger Ave
Santa Ana, CA 92704
Phone: 7149499576
and Co-Presenter(s)
Adam Burgasser
UC San Diego