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B. Impact of the LA program on physics content
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B. Impact of the LA program on physics content
knowledge Students learn more physics as a result of the course trans- formations supported by the LA program. In this section, we present sample results from our introductory calculus-based physics courses where most physics LAs are employed. These classes are large 共500–600 students兲 with three lec- tures per week, implementing Peer Instruction 17 and now including the Tutorials in Introductory Physics. 18 The LA program in physics was established due to one faculty mem- ber’s 共Pollock兲 intention to implement the Tutorials after vis- iting the Physics Education Group at the University of Wash- ington. At that time, the LA program was being piloted in four departments and Pollock took advantage of this oppor- tunity to use undergraduate LAs alongside graduate TAs. We therefore have no course transformation data that isolate the use of LAs 共or TAs兲 from our implementation of the Tutori- als . This type of isolation would be difficult because the Tutorials require a higher teacher to student ratio, which was made possible at CU Boulder through the LA program. We do not argue that LAs are more effective than graduate TAs when the Tutorials are used. In the following, we demon- strate the value that the LA experience has on the LAs them- selves and on faculty using LAs. Each semester, we assess student achievement in the trans- formed courses using conceptual content surveys 共in addition to traditional measures 兲. Specifically, we use the Force and Motion Conceptual Evaluation 28 共FMCE兲 in the first semes- ter and the Brief Electricity and Magnetism Assessment 29 共BEMA兲 in the second semester. Figure 4 shows BEMA re- sults for all of the students enrolled in second semester in- troductory physics. The data demonstrate that LA- transformed courses result in greater learning gains for students and, in even greater learning gains, for students who Download 231.88 Kb. Do'stlaringiz bilan baham: |
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