| Autor: |
Twanelle Walker Majors, Paula V. Engelhardt |
| Rok vydání: |
2015 |
| Předmět: |
|
| Zdroj: |
2014 Physics Education Research Conference Proceedings. |
| Popis: |
The Gender Force Concept Inventory (GFCI) was used in lieu of the Force Concept Inventory (FCI) to assess the Learner-centered Environment for Algebra-based Physics (LEAP) curriculum which utilizes interactive engagement pedagogies. Students enrolled in the 2014 spring semester PHYS2010 introductory algebra-based physics course designed for non-majors composed the sample for this phase of curriculum evaluation. The purpose of this preliminary analysis of GFCI performance was to determine if the conceptual gains of LEAP students were significantly more than traditionally taught students. Pedagogy accounted for 42% of the difference in both the posttest and the normalized gain. Gender accounted for nothing. By looking at the lack of differences between males and females when measuring with the GFCI, assessment choice becomes an interesting option for thinking about what our data has to say. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
|
