Supported by the US Dept. of Education and The University of Alabama.
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Transcript of Supported by the US Dept. of Education and The University of Alabama.
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STUDIO PHYSICSAT THE UNIVERSITY OF ALABAMA
Supported by the US Dept. of Education and The University of Alabama
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Statement of the Problem
Traditional physics course: 3 lectures per week 1 laboratory (separate) Large size
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Issues with Traditional Lecture Inactive learning Poor attendance Lack of coordination of labs/lectures
Inefficient use of technology Impersonal
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The studio approach is: Integrated lecture/labs Active learning Technology Almost daily assignments Group work (mostly)
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STUDIO IS ALSO: Flexible
Adapts to instructor’s tastes, styles Adapts to students’ needs
Only a structure
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A LITTLE HISTORY
Foundation Coalition (NSF: Engineering) Active Learning Technology in the classroom Teaming More technology in labs
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DETAILS
Schedule: 2hrs, 2 days a week; 1 hr recitation per week
Short lectures Labs and activities for most of the 2-
hr sessions 50-60 students per section Technology driven
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The University of Alabama Department of Physics and Astronomy
Studio Physics Classroom
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The University of Alabama Department of Physics and Astronomy
Students in Studio Physics Classroom doing optics experiment
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The faculty role Professor: lectures, guides GTA: guides, leads recitation section
UTA: guides Student/teacher ratio: 20/1
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LABS
Take data electronically Analyze data numerically …But also do paper/pencil analysis
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WHAT GOES ON IN A 2-HOUR CLASS?
Some lecture Problem-solving examples Clicker questions Exercises Simulations Labs once a week
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RESOURCES
https://bama.ua.edu/~stjones/ph101.htm
http://bama.ua.edu/~jharrell/PH105-F08/
http://bama.ua.edu/~rschad/teaching/LABs/
http://www.as.ua.edu/ph/courses/Studio.html
http://bama.ua.edu/~stjones/PH101-105activities.htm
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DO YOU COVER EVERYTHING?
No Must pick and choose Cover main items well Students responsible for rest This is a 4-hour course!
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MISCONCEPTIONS
Students have preconceived ideas These are hard to dislodge People can hold conflicting concepts
simultaneously Students must be confronted by a
conflict in order to abandon a misconception More than once
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EXAMPLE
Consider a boat loaded with scrap iron in a swimming pool. If the iron is thrown overboard into the pool, will the water level at the edge of the pool
A. rise, B. fall, or C. remain unchanged?
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WHAT WE KNOW
Interactive engagement techniques outstrip “traditional” in conceptual learning (Hake,1997)
Conceptual learning in mechanics often measured with Force Concept Inventory (Hestenes et al., 1992, 1995)
Hake gain: g = (post – pre)/(100% - pre)
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HAKE’S RESULTS
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STUDIO FORMAT ALONE DOES NOT GUARANTEE CONCEPTUAL LEARNING
Cummings et al. (1999): Interactive Lecture Demonstrations (Sokoloff and Thornton, 1997) and Cooperative Group Problem Solving (Heller et al., 1992) are effective in a studio context.
Many of Hake’s examples of interactive engagement were lecture courses
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OBSERVATIONS
Hake (1998): Students won’t take seriously tasks they don’t get credit for.
Students are not necessarily actively (or even inactively) engaged when we think they are.
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021 023 024 024 031 054 054 064 071 071 73 074 0740
0.05
0.1
0.15
0.2
0.25
0.3
0.35
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0.45
0.5
FCI gain PH 105 sections
studio sectionslecture sections
Term
Ga
in
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023 054 071 071 073 074 0740
0.1
0.2
0.3
0.4
0.5
0.6
PH101
PH101
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RECITATION SESSIONS
Quiz? Help with homework Exercises Simulations Structured problem-solving
e.g. https://bama.ua.edu/~stjones/ph101.htm
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CONCLUSIONS
Active learning Considerable student/teacher
interaction Integration of labs and lecture material Collaborative learning Effective use of technology