written by
Steven J. Pollock
We have investigated the long-term effect of student-centered instruction at the freshman level on juniors' performance on a conceptual survey of Electricity and Magnetism (E&M). We measured student performance on a research-based conceptual instrument--the Brief Electricity & Magnetism Assessment (BEMA)–over a period of 8 semesters (2004–2007). Concurrently, we introduced the University of Washington's Tutorials in Introductory Physics as part of our standard freshman curriculum. Freshmen took the BEMA before and after this Tutorial-based introductory course, and juniors took it after completion of their traditional junior-level E&M I and E&M II courses. We find that, on average, individual BEMA scores do not change significantly after completion of the introductory course--neither from the freshman to the junior year, nor from upper-division E&M I to E&M II. However, we find that juniors who had completed a non-Tutorial freshman course scored significantly lower on the (post-upper-division) BEMA than those who had completed the reformed freshman course--indicating a long-term positive impact of freshman Tutorials on conceptual understanding.
Physical Review Special Topics - Physics Education Research: Volume 5, Issue 2, Pages 020110
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=9800">Pollock, Steven. "Longitudinal study of student conceptual understanding in electricity and magnetism." Phys. Rev. ST Phys. Educ. Res. 5, no. 2, (December 15, 2009): 020110.</a>
AIP Format
S. Pollock, , Phys. Rev. ST Phys. Educ. Res. 5 (2), 020110 (2009), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.5.020110).
AJP/PRST-PER
S. Pollock, Longitudinal study of student conceptual understanding in electricity and magnetism, Phys. Rev. ST Phys. Educ. Res. 5 (2), 020110 (2009), <https://doi.org/10.1103/PhysRevSTPER.5.020110>.
APA Format
Pollock, S. (2009, December 15). Longitudinal study of student conceptual understanding in electricity and magnetism. Phys. Rev. ST Phys. Educ. Res., 5(2), 020110. Retrieved December 9, 2024, from https://doi.org/10.1103/PhysRevSTPER.5.020110
Chicago Format
Pollock, Steven. "Longitudinal study of student conceptual understanding in electricity and magnetism." Phys. Rev. ST Phys. Educ. Res. 5, no. 2, (December 15, 2009): 020110, https://doi.org/10.1103/PhysRevSTPER.5.020110 (accessed 9 December 2024).
MLA Format
Pollock, Steven. "Longitudinal study of student conceptual understanding in electricity and magnetism." Phys. Rev. ST Phys. Educ. Res. 5.2 (2009): 020110. 9 Dec. 2024 <https://doi.org/10.1103/PhysRevSTPER.5.020110>.
BibTeX Export Format
@article{
Author = "Steven Pollock",
Title = {Longitudinal study of student conceptual understanding in electricity and magnetism},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {5},
Number = {2},
Pages = {020110},
Month = {December},
Year = {2009}
}
Refer Export Format
%A Steven Pollock %T Longitudinal study of student conceptual understanding in electricity and magnetism %J Phys. Rev. ST Phys. Educ. Res. %V 5 %N 2 %D December 15, 2009 %P 020110 %U https://doi.org/10.1103/PhysRevSTPER.5.020110 %O application/pdf
EndNote Export Format
%0 Journal Article %A Pollock, Steven %D December 15, 2009 %T Longitudinal study of student conceptual understanding in electricity and magnetism %J Phys. Rev. ST Phys. Educ. Res. %V 5 %N 2 %P 020110 %8 December 15, 2009 %U https://doi.org/10.1103/PhysRevSTPER.5.020110 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. 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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