Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study
| Autor: | Keith R. Bujak, M. Jackson Marr, Edwin F. Greco, Matthew A. Kohlmyer, Richard Catrambone, Michael F. Schatz, Eric R. Murray, Marcos D. Caballero |
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| Rok vydání: | 2011 |
| Předmět: |
Physics
4. Education 05 social sciences Physics education Grade point Physics - Physics Education 050301 education General Physics and Astronomy FOS: Physical sciences Mechanics 01 natural sciences Motion (physics) Physics Education (physics.ed-ph) 0103 physical sciences ComputingMilieux_COMPUTERSANDEDUCATION 010306 general physics Force Concept Inventory 0503 education Curriculum |
| DOI: | 10.48550/arxiv.1106.1055 |
| Popis: | The performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI). Results from two different curricula were compared: a traditional mechanics curriculum and the Matter & Interactions (M&I) curriculum. Post-instruction FCI averages were significantly higher for the traditional curriculum than for the M&I curriculum; the differences between curricula persist after accounting for factors such as pre-instruction FCI scores, grade point averages, and SAT scores. FCI performance on categories of items organized by concepts was also compared; traditional averages were significantly higher in each concept. We examined differences in student preparation between the curricula and found that the relative fraction of homework and lecture topics devoted to FCI force and motion concepts correlated with the observed performance differences. Limitations of concept inventories as instruments for evaluating curricular reforms are discussed. 21 pages, 4 figures, submitted to Am. J. Phys. arXiv admin note: substantial text overlap with arXiv:1112.5593 |
| Databáze: | OpenAIRE |
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