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Physical Review Physics Education Research
written by Kelley Commeford, Eric Brewe, and Adrienne L. Traxler
This study uses social network analysis and the classroom observation protocol for undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP, Context-Rich Problems, and Tutorials in Introductory Physics were investigated. Students in each curriculum were given a survey at the beginning and end of term, asking them to self-identify peers with whom they had meaningful interactions in class. Every curriculum showed an increase in the average number of student connections from the beginning of term to the end of term, with the largest increase occurring in Modeling Instruction, SCALE-UP, and Context-Rich Problems. Modeling Instruction was the only curriculum with a drastic change in how tightly connected the student network was. Transitivity increased for all curricula except Peer Instruction. We also spent one week per research site in the middle of the term observing courses using COPUS. From these observations, the student COPUS profiles look nearly the same for Tutorials, ISLE recitations, and Context-Rich Problems discussion sections. This is likely due to the large resolution of activities that can be coded as "other group activity," suggesting the need for a more detailed observation instrument.
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 020136
Subjects Levels Resource Types
Education Foundations
- Behavior
= Social Interaction
Education Practices
- Active Learning
= Cooperative Learning
General Physics
- Physics Education Research
- Graduate/Professional
- Reference Material
= Research study
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.020136
Keywords:
SNA, classroom social networks, social network analysis
Record Creator:
Metadata instance created November 23, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
November 22, 2021
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AIP Format
K. Commeford, E. Brewe, and A. Traxler, , Phys. Rev. Phys. Educ. Res. 17 (2), 020136 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.020136).
AJP/PRST-PER
K. Commeford, E. Brewe, and A. Traxler, Characterizing active learning environments in physics using network analysis and classroom observations, Phys. Rev. Phys. Educ. Res. 17 (2), 020136 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.020136>.
APA Format
Commeford, K., Brewe, E., & Traxler, A. (2021, November 22). Characterizing active learning environments in physics using network analysis and classroom observations. Phys. Rev. Phys. Educ. Res., 17(2), 020136. Retrieved February 23, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.020136
Chicago Format
Commeford, K, E. Brewe, and A. Traxler. "Characterizing active learning environments in physics using network analysis and classroom observations." Phys. Rev. Phys. Educ. Res. 17, no. 2, (November 22, 2021): 020136, https://doi.org/10.1103/PhysRevPhysEducRes.17.020136 (accessed 23 February 2024).
MLA Format
Commeford, Kelley, Eric Brewe, and Adrienne Traxler. "Characterizing active learning environments in physics using network analysis and classroom observations." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 020136. 23 Feb. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.020136>.
BibTeX Export Format
@article{ Author = "Kelley Commeford and Eric Brewe and Adrienne Traxler", Title = {Characterizing active learning environments in physics using network analysis and classroom observations}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {020136}, Month = {November}, Year = {2021} }
Refer Export Format

%A Kelley Commeford %A Eric Brewe %A Adrienne Traxler %T Characterizing active learning environments in physics using network analysis and classroom observations %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D November 22, 2021 %P 020136 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020136 %O text/html

EndNote Export Format

%0 Journal Article %A Commeford, Kelley %A Brewe, Eric %A Traxler, Adrienne %D November 22, 2021 %T Characterizing active learning environments in physics using network analysis and classroom observations %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 020136 %8 November 22, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020136


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