Reform of Introductory
Calculus-based Physics: A
View From One Small
Branch on the Tree
Teresa L. Larkin
American University
Washington, DC
Introductory Calculus-based
Physics Conference
Crystal City Marriott – Arlington, VA
October 31, 2003
Outline

Introduction




Why are we here?
What is “reform”?
Does the wheel need to be reinvented (yet again)?
Introductory Physics Reform Efforts


Shift in emphasis from teaching to learning
and learning outcomes
“Refocusing” classroom practice


Issues Related to Reform Efforts


PER-based curricular materials & strategies
Some “things” to think about
Discussion

Where do we go from here?
Introduction
Why are we here?

Traditional
lecture
instruction does
not work for
many students in
the introductory
college/university
physics course.
What is “reform”?
[trans.] To make changes (in
something, typically a social,
political, or economic institution or
practice) in order to improve it.
 [intrans.] To form or to cause to
form again.

Does the wheel need to be
reinvented (yet again)?
“The trouble with problems in physics
education is they don’t stay solved.”
--- Author??
Melba Newell Phillips
" Phillips, Melba Newell." CWP
http://www.physics.ucla.edu/~cwp
“The most serious criticism which can be
urged against modern laboratory work in
Physics is that it often degenerates into a
servile following of directions, and thus
loses all save a purely manipulative value.
Important as is dexterity in the handling and
adjustment of apparatus, it can not be too
strongly emphasized that it is grasp of
principles, not skill in manipulation which
should be the primary object of General
Physics courses.”
--- Author??
Robert A. Millikan
http://www.th.physik.uni-frankfurt.de/~jr/gif/phys/millikan.jpg
Introductory Physics Reform Efforts
“If one wishes to lead the majority, rather than
a small minority, of students to
understanding the Law of Inertia, one must
accept the necessity of providing a wide
array of experiences, both hands-on and
hypothetical, in which students make their
own errors, encounter the resulting
contradictions, and, forced by these errors
and contradictions, revise their
preconceptions. Such experience cannot be
provided and mastery developed, however, in
one short remedial session.
Introductory Physics Reform Efforts
The ideas and initial experiences should be
introduced, while development of the subject
matter is continued without waiting for full
mastery on first encounter. One then helps
cultivate mastery and understanding through
repeated spiraling back to qualitative
application of the Law of Inertia in
increasingly rich and sophisticated physical
situations as the study of science
continues.”
--- Author??
Arnold B. Arons
http://www.doane.edu/hpp/Presentations/NAAPT2002WinterUNL/NAAPT2002UNL.htm
Shift in emphasis from teaching to
learning and learning outcomes

In classrooms, these shifts include:
 refocusing
classroom practice upon
gains in student understanding,
reasoning, application, and learning retention
 clarification of student learning goals and their
alignment with course assessments
 redesigning assessments to engage students in
their own learning and to give feedback to
teachers on the efficacy of their work
Shift in emphasis from teaching to
learning and learning outcomes

At the institutional level the implications
include the following:
 redefining,
evaluating, and rewarding
teaching and scholarship as valued
professional activities
 rethinking professional relationships – with
colleagues in K-12 education, educational
research, assessment and evaluation research,
other disciplines, and in academe more broadly
“Refocusing” classroom practice
Refocus
 [trans.] To adjust
the focus of (a lens
or one’s eyes).

PER-based curricular materials &
strategies


Active Learning Problem Sheets (ALPS Kits)
Activity-Based Physics (ABP Project)
 MBL,
VBL, & Quantitative Tutorials
 Interactive Lecture Demonstrations (ILD)
 Tools for Scientific Thinking (TST)
 RealTime Physics (RTP)



Bridging
Cooperative Group Problem Solving and
Problem Solving Labs
Just-in-Time Teaching
PER-based curricular materials &
strategies

Microcomputer-Based Laboratory
Supplemental Curricula
 Interactive Lecture Demonstrations
 Tools for Scientific Thinking (TST)
 RealTime Physics (RTP)






(ILD)
Peer Instruction
SCALE-UP and Studio Physics
Socratic Dialog Inducing (SDI) Labs
Tutorials in Introductory Physics
Workshop Physics
Writing as a Teaching and Learning Tool
Issues Related to Reform Efforts:
Some “things” to think about

Economic factors
$



More communication needs to
happen between the physics
and engineering communities
Disconnect between physics laboratory and
physics lecture
Curricular issues
 ABET
 Is
less really more?
Some “things” to think about

Need to improve the overall introductory
physics laboratory experience through
 application of PER methods and strategies
 need to implement across broader audiences
a
better understanding of the uses of technology



The use of technology is only as good as the pedagogy
it supports!
Large time commitment is needed
Support structures largely non-existent for
faculty willing to take on the challenges
associated with reform
Some “things” to think about

The system won’t change if
there are no incentives
 Faculty
reward structures
 Reform needs to start with
promotion and tenure committees
 Considerable risk for tenure-track
faculty interested in engaging in reform
efforts

Role of professional organizations
Discussion
Maybe a better verb would be …
 “Refresh”
 [trans.] To give new strength or energy
to; reinvigorate.

Where do we go from here?