Flexible Physics Instruction in an Integrated Lecture/Lab Environment
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Transcript of Flexible Physics Instruction in an Integrated Lecture/Lab Environment
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FLEXIBLE PHYSICS INSTRUCTION IN AN INTEGRATED LECTURE/LAB ENVIRONMENT
Phil Young*, Marlann Patterson*, Todd Zimmerman†
*University of Wisconsin - Platteville †Madison Area Technical College
Funded in part by NSF DUE Grant # 0633583
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History
Platteville Engineering Physics department moving to new building
MATC holds lectures and labs in same room
Faculty-Flexible Lecture-Lab Instruction in Physics (FLIP)
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Goals of FLIP
Implement a department-wide shift towards more active learning
Provide better education for students Ensure changes will stick
Faculty given freedom to choose how much active learning to include
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Implementing Changes
Little evidence that PER based material used
Schools report difficulty maintaining PER based curriculum
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Past approach to problem
Many schools try but can’t maintain active learning methods
Assumptions: Need to convince instructors of need to change Instructors only need knowledge of techniques
to change
Many instructors have ideas more in line with PER but use more traditional techniques in the class*
*C. Henderson and M. H. Dancy , Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics , Phys. Rev. ST Phys. Educ. Res. 3, 020102 2007.
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Obstacles to change
Expectation of content coverage Department norms Extra prep time Student resistance Class size Room layout Cost of materials
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Platteville overcomes these obstacles
Department Norms Cost of materials
Patterson
Young
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Platteville overcomes these obstacles
Room Layout Class Size
Whiteboard
Two Rows of 7 Stations
Projector Screen Projector Screen120°
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Curriculum will address these obstacles
Expectation of content coverage Student resistance Prep time
Use already existing PER-based Material(PERM)
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Assessment Tools Used
Student attitude Colorado Attitude Student Survey
Physic I Force Concept Inventory
Physics II Conceptual Survey on Electricity
and Magnetism Light and Optics Conceptual
Evaluation
Lab skills Measurement Uncertainty Quiz
Acceleration Newton's 1st Law
Circular Mo-tion
Velocity Newton's 2nd Law
Friction Gravity
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Example FCI Data Analysis
Section 1 Section 2 Section 3 Section 4
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Faculty Ideas and Practices
Develop assessment of faculty beliefs and practices1
Help choose PERM best suited to their teaching strengths and style
1 M. H. Dancy and C. Henderson, Framework for Articulating Instructional Practices and Conceptions, Phys. Rev. ST Phys. Educ. Res. 3, 010103 2007.
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Where do we go from here?
Test PERM at Platteville and MATC Assess effectiveness of material
Other institutions can use assessments, make changes, using FLIP site
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FACULTY-FLEXIBLE LECTURE-LAB INSTRUCTION IN
PHYSICS (FLIP)
Website: http://www.uwplatt.edu/~patterma/flip.html
Funded in part by NSF DUE Grant # 0633583