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Abstract Title: Exercise iteration increases student activity and learning
Abstract: A high dropout rate from physics courses and the students' perception of physics being difficult are problematic for the learning of physics. At the University of Helsinki, two changes were made to the weekly exercise schedule of introductory physics courses. Computer-corrected introductory problems were introduced in addition to the more difficult calculation exercises, and for one of the week's difficult problems, students were given detailed feedback and a chance to revise. The student retention rate improved by 20% to previous courses, and students participated more actively in the exercises. The post-test Force Concept Inventory average and exams averages were similar to those in the previous years, but more students participated. The students' expert-like attitudes, as measured by the Colorado Learning Attitudes about Science Survey, remained mostly high, but a small drop in factors related to problem solving appeared. These changes in expert-like attitudes are similar to previous years.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B46

Author/Organizer Information

Primary Contact: Inkeri Kontro
University of Helsinki