Download or read book Graduate Teaching Assistants in a Reformed Introductory Physics Course written by Austin Michael Calder and published by . This book was released on 2006 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Implementation of Inquiry based Tutorials in an Introductory Physics Course written by Carol Wiggins Thoresen and published by . This book was released on 1994 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Study of the Ability of the Graduate Teaching Assistant to Implement the Tutorials in Introductory Physics and Student Performance written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate whether the teaching performance of graduate teaching assistants (TAs) influenced student performance through the use of the Tutorials in Introductory Physics (McDermott & Shaffer, 2002) during recitation. The tutorials are a set of conceptual worksheets and homework assignments that help students address common misconceptions while working in a social learning environment. The TA assigned to recitation was instructed not to lecture but to work as a facilitator of knowledge by engaging students in Socratic dialogue to check their conceptual understanding at various points in the material. The study measured the teaching performance of the TAs in implementing the tutorials (including use of Socratic dialogue) for the purpose of comparing the findings to student performance on course exams. The study also examined the relationship between the conceptual knowledge of the TAs and their use of Socratic dialogue. Participants in this study consisted of 350 students enrolled in a calculus-based physics course and the five TAs assigned to them for the recitation part of the course. Data sources included classroom and training meeting observations, pretests, questions from course exams, and a questionnaire. Results of the study were such that I could not distinguish that the ability of the TAs to implement the tutorials significantly affected student performance. Also, the conceptual understanding of the TAs did not seem to be related to their use of Socratic dialogue in recitation. However, because the study focused on an intact physics course, aspects of the design of the study could not be controlled which resulted in a loss of power in the statistical analysis. Therefore, the conclusions of the study should be viewed as tentative and as a step in the design of future studies that control for more of the confounding factors present in educational research.
Download or read book GRADUATE TEACHING ASSISTANT FIDELITY OF IMPLEMENTATION IN INTRODUCTORY CHEMISTRY AND PHYSICS LABORATORIES IMPACT ON SCIENCE PRACTICE PROFICIENCY written by Annalisa Smith-Joyner and published by . This book was released on 2020 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study reports the fidelity of implementation of the Argument-Driven Inquiry (ADI) instructional model by graduate teaching assistants (GTAs) in introductory chemistry and introductory physics laboratories at East Carolina University (ECU). The ADI instructional model had been fully implemented in the General Chemistry I and II laboratories for several semesters, whereas General Physics I and II laboratories were observed during the first semester of course-wide implementation. An ADI-specific observation protocol was developed and used to document the facilitation techniques of two GTAs in each course for three investigations during Fall 2018 and Spring 2019. The ADI-specific observation protocol was used to determine if student-centered facilitation techniques, by guiding students through the process, or instructor-centered facilitation techniques (lecturing at the students and providing direct answers to questions) were used by the GTA. The ADI-specific observation protocol revealed that one of the GTAs in General Physics I provided primarily student-centered facilitation techniques while the other GTA provided primarily instructor-centered facilitation techniques during some of the stages of the ADI instructional model throughout the semester. The students' results on a practice-focused end-of-course laboratory practical exam were used to determine proficiency with science practices. There was not a significant difference in the mean scores on the end-of-course practice-focused laboratory practical exam in the General Chemistry I and II and General Physics II sections. These results indicate that for these three courses the facilitation techniques of the GTAs had minimal impact on the students' development of science practices. There was a significant difference in the mean scores by the students in General Physics I laboratories, which suggests that differences in facilitation techniques for this section impacted student proficiency with science practices.
Download or read book A Framework for Effective Physics Education Applied to Secondary and University Physics Courses written by Jacob Arin Blickenstaff and published by . This book was released on 2004 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book EMIT written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants' adherence to reformed teaching methods, 2) impact of the instructional model on GTA's beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students' understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Students' understanding was measured using the Force Concept Inventory (FCI) and Flash-mediated Force and Motion Concept Inventory (FM [superscript 2]CA). Students were surveyed about performance of GTAs using the Student Survey (SS). Results indicated changes were tied to individual GTA's beliefs about the nature of physics. Student conceptual understanding reflected a two-fold Hake gain compared to the control group. General application of the EMIT model presupposes explicit instruction of the model for GTAs.
Download or read book Active Learning in College Science written by Joel J. Mintzes and published by Springer Nature. This book was released on 2020-02-23 with total page 989 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.
Download or read book Teaching Introductory Physics written by Clifford E. Swartz and published by American Institute of Physics. This book was released on 1998-07-17 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introductory physics attracts a wide variety of students, with different backgrounds, levels of preparedness, and academic destinations. To many, the course is one of the most daunting in the science curriclum, full of arcane principles that are difficult to grasp. To others, it is one of the most highly anticipated -the first step on the path to the upper reaches of scientific inquiry. In their years as instructors and as editors of The Physics Teacher, Clifford E. Swartz and the late Thomas Miner developed and encountered many innovative and effective ways of introducing students to the fundamental principles of physics. Teaching Introductory Physics brings these strategies, insights and techniques to you in a unique, convenient volume. This is a reference and a tutorial book for teachers of an introductory physics course at any level. It has review articles on most of the topics of introductory physics, providing background information and suggestions about presentation and relative importance. Whether you are teaching physics for the first time or are an experienced instructor, Teaching Introductory Physics will prove to be an exceptionally helpful classroom companion. The book should be particularly useful for graduate students teaching for the first time and for research physicists who have not taught the introductory course recently. Teaching Introductory Physics gives you access to the cumulative expertise of the world's most dedicated physics instructors-not just Professor Swartz and Miner, but many of the contributors and subscribers to the Physics Teacher. it is sure to enhance your teaching skills, helping you to give your students the basic knowledge
Download or read book Investigation of the Interactions Between Instructors and Students in an Introductory Interactive engagement College Physics Course written by Cassandra Ann Paul and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The physics instruction at UC Davis for life science majors takes place in a long-standing reformed large-enrollment physics course in which the discussion/lab instructors (primarily graduate student teaching assistants) implement the interactive-engagement (IE) elements of the course. Because so many different instructors participate in disseminating the IE course elements, we find it essential to the instructors' professional development to observe and document the student-instructor interactions within the classroom. Out of this effort, we have developed a computerized Real-time Instructor Observation Tool (RIOT) to take data of student-instructor interactions. We use the RIOT to observe 29 different instructors some over multiple quarters, and discover 1) the range of instructor behaviors is more extreme than previously assumed, 2) the students, the curriculum, and the individual instructor's style contribute to this variation 3) there are some instructor-student interactions (specifically actively observing students, and explaining to students in small groups) that are correlated with student achievement as measured by their final exam score. In this dissertation, I introduce the RIOT, and describe how I came to each of these conclusions.
Download or read book Educating the Experts written by Annamarie Formicola and published by . This book was released on 2020 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a cross-disciplinary thesis focused on the development and implementation of a Graduate Teaching Assistant (GTA) training course for Physics GTAs at Wayne State University. The course will use methods from the most current pedagogy to train GTAs in the art of teaching and make them more effective instructors for the undergraduate students they serve. The course will introduce GTAs to student-centered and active learning techniques like think-pair-shares, how to facilitate group learning, and how to guide students towards making their own discoveries in inquiry labs. Additionally, the course will introduce GTAs to basic classroom management skills, familiarize them with the process of creating an effective assessment, and help them develop their teaching portfolio. It will also provide GTAs with the opportunity to practice student-centered teaching methods in both a lab and discussion setting, with opportunities for feedback from the instructor. Assessments in the course will include written reflections, in-class observations, and microteaching opportunities to enhance the content of the weekly lectures and to monitor GTA progress. The success and effectiveness of the training course will be evaluated by entrance and exit surveys given to the GTAs on the first and last days of the semester.
Download or read book How Does a Reformed Course Look After Many Years b A Case Study of the Reformed Calculus based Introductory Physics Course at KSU written by Santosh Budhathoki and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: We studied what happened after the reform, of the first semester, calculus-based introductory physics course, that took place almost 20 years ago. We examined how the physical environment, curriculum, the method of instruction, and the learning gain as measured by the FCI have changed over time since the reform. The system that was put in place by the originators of the reform seems to be self-sustaining because the overall structure of the reform has remained largely intact. The course content and the lab experiments have remained almost the same. However, some minor modifications such as the introduction of the cooperative group problem-solving and the use of online homework are being used by some lead instructors teaching this course. The graduate students are introduced as primary instructors, LAs are being used as the secondary assistants in the studio, and clickers questions are being used in the lectures. The FCI was used to assess the learning gain of the students and the success of the initial reform. The data show that the learning gain was higher immediately after the reform but has dropped more than a decade later. The focus of the research has been to explore the reasons for the fall in the learning gain in later semesters. Knowing why it dropped would give us information about how to sustain future reforms. We show that our data is reliable and use it to eliminate several possible explanations for the drop in the learning gain. For future study, one may look at the amount of time faculty spend thinking about teaching and how that changes over time as a measure of ``investment" in the course. One can also study how the group formation in the studio affects the learning gain. One may also take videos of the lectures and the studios and analyze them to see how is the distribution of time for the quiz/CGPS, lab experiment and the review of the homework problems in each studio, how much do the students actually get the opportunities to engage in active learning, how much do each students in a cooperative group contribute in learning. All these detail video analyses can provide answers to the changes in the learning gain if there is any in the future.
Download or read book Reform in Undergraduate Science Teaching for the 21st Century written by Dennis W. Sunal and published by IAP. This book was released on 2006-05-01 with total page 570 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the book series, Research in Science Education, is to provide a comprehensive view of current and emerging knowledge, research strategies, and policy in specific professional fields of science education. This series would present currently unavailable, or difficult to gather, materials from a variety of viewpoints and sources in a usable and organized format. Each volume in the series would present a juried, scholarly, and accessible review of research, theory, and/or policy in a specific field of science education, K-16. Topics covered in each volume would be determined by present issues and trends, as well as generative themes related to current research and theory. Published volumes will include empirical studies, policy analysis, literature reviews, and positing of theoretical and conceptual bases.
Download or read book Conference proceedings New perspectives in science education 7th edition written by Pixel and published by libreriauniversitaria.it Edizioni. This book was released on 2018-03-19 with total page 710 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Calculus Renewal written by Susan L. Ganter and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Calculus Reform. Or, as many would prefer, calculus renewal. These are terms that, for better or worse, have become a part of the vocabulary in mathematics departments across the country. The movement to change the nature of the calculus course at the undergraduate and secondary levels has sparked discussion and controversy in ways as diverse as the actual changes. Such interactions range from "coffee pot conversations" to university curriculum committee agendas to special sessions on calculus renewal at regional and national conferences. But what is the significance of these activities? Where have we been and where are we going with calculus and, more importantly, the entire scope of undergraduate mathematics education? In April 1996, I received a fellowship from the American Educational Research Association (AERA) and the National Science Foundation (NSF). This fellowship afforded me the opportunity to work in residence at NSF on a number of evaluation projects, including the national impact of the calculus reform movement since 1988. That project resulted in countless communications with the mathematics community and others about the status of calculus as a course in isolation and as a significant player in the overall undergraduate mathematics and science experience for students (and faculty). While at NSF (and through a second NSF grant received while at the American Association for Higher Education), I also was part of an evaluation project for the Institution-wide Reform (IR) program.
Download or read book The use of representations by physics graduate teaching assistants written by Stephen L. Pellathy and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transforming Insitutions written by Gabriela C. Weaver and published by Purdue University Press. This book was released on 2016 with total page 530 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education is coming under increasing scrutiny, both publically and within academia, with respect to its ability to appropriately prepare students for the careers that will make them competitive in the 21st-century workplace. At the same time, there is a growing awareness that many global issues will require creative and critical thinking deeply rooted in the technical STEM (science, technology, engineering, and mathematics) disciplines. Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors' viewpoints, leading to suggested next steps in the path toward transformation.
