Learner-centered
Environment for
Algebra-based
Physics
Paula V. Engelhardt
October 2, 2010
Tennessee Technological University
Supported by the U.S.
National Science
Foundation Grant 0737324
Student population
Results from math diagnostic
% who need
% who need
work
Topic
work
Topic
24
Substitution
33
Degrees to radians
33
Clearing equations
86
Word problems
24
Square roots
57
Adding fractions
Factoring quadratic
57
equations
62
Quadratic formula
Two equations-two
48
unknowns
38
Slope and intercept of line
Linear parametric
Powers of ten addition and
62
equations
33
subtraction
Parametric equations-one
Trigonometric functions of
52
a quadratic
62
large angles
57
Phythagorean theorem
43
Trigonometric functions
81
Graphs
48
Canceling
Powers of ten muliplication
24
and division
29
Symbols
Foundations
LEAP builds on developments and experiences of previous
projects.
Physics and Everyday Thinking
(formerly Physics for Elementary
Teachers)
• One-semester physics course for
pre-service elementary
education majors and general
science students.
• Common themes and scaffolded
complex skills.
Foundations
Constructing Physics Understanding
• Independent inquiry-based modules
for in-service workshops or HS classes.
• Development of pedagogy and
powerful computer simulations.
Interactions in Physical Science
(formerly CIPS)
• Full-year physical science course
for middle school students.
• Common themes and scaffolded
complex skills.
Course Goals
• Content: To help students develop a deep understanding of physics
ideas that can be used to explain interesting phenomena
• Problem solving: To help students develop problem solving skills
• Nature of Science (NOS): To help students practice and
develop an understanding of how knowledge is developed within a
scientific community.
• My Own Learning (MOL): To help students become more
aware of how their own physics ideas change and develop over time,
and how the structure of the learning environment and curriculum
facilitate these changes.
LEAP incorporates research-based
learning principles
• Prior knowledge influences learning
• Knowledge construction is a gradual process
• Interaction with tools facilitates learning
• Class structure can facilitate learning
• Social interactions aid in learning
• Explicit attention to nature of science (NOS)
issues is required
LEAP incorporates research-based
learning principles
• Prior knowledge influences learning (Bransford, J.
D., Brown, A. L., and Cocking, eds. 2000, How People Learn: Brain, Mind,
Experience, and School. National Academy Press, Washington, DC.)
• Initial ideas are elicited and shared at the beginning
of most activities. Activities use students’ intuitive
ideas and build on previously constructed ideas.
LEAP incorporates research-based
learning principles
• Prior knowledge influences learning (cont.)
• Students attempt to make sense of new information in terms
of what they already know
• Failure to do this results in ‘two folders’ approach
• Students bring a wealth of prior knowledge into the
classroom with them
• Should be made explicit
• Prior knowledge comes from many different sources
• Prior instruction and everyday experience
• Some prior knowledge can be very resistant to change
• Ideas have worked until now, why change?
LEAP incorporates research-based
learning principles
• Knowledge construction is a gradual process
(AAAS, 1993, American Association for the Advancement of Science
Benchmarks for Scientific Literacy. Oxford University Press, New York, NY.)
• Content organized around central themes. Complex skills
(eg scientific explanations and problem solving) are
introduced with extensive support which is gradually faded.
LEAP incorporates research-based
learning principles
• Interaction with tools facilitates learning (Wieman, C. E.
and Perkins, K. K. Transforming Physics Education. Physics Today, November 2005,
p. 36-41.)
• Evidence is gathered using hands-on experiments whenever possible.
Extensive use is also made of computer simulations and video to extend
these experiences.
• Class structure can facilitate learning (Cobb, 1996, Where
is the Mind? A coordination of sociocultural and constructivist perspectives.
In C. T. Fostnot (Ed.) Constructivism: Theory, Perspectives, and Practice
(pp 34-52). Teachers College Press, New York, NY.)
• Curriculum explicitly establishes and reinforces norms of supporting
claims with evidence, taking responsibility for learning, and valuing
others' ideas.
Classroom Norms
• LEAP norms are different!
• Listening: Students and instructor should listen to other
students’ ideas
• Evidence: Students should base claims and reasoning on
evidence
• Respect: All students’ ideas are respected by instructor
and by other students
• Responsibility: Students, not the instructor, are
responsible for coming up with ideas
• For a LEAP class to work, these norms must be established
and maintained by instructor and students
LEAP incorporates research-based
learning principles
• Social interactions aid in learning (Vygotsky, 1986, Thought
and language, Cambridge: MIT Press)
• Students engage in cooperative learning by collecting and interpreting
data in small groups. Each activity concludes with summarizing
questions discussed in a whole class setting, usually with the intent of
class consensus.
• Through social interaction, ideas can be made explicit, examined and, if
necessary, modified
• Role of small groups and class discussions
• Importance of whiteboards
LEAP incorporates research-based
learning principles
• Explicit attention to nature of science (NOS) issues
is required (Akerson, V. L., Abd-El-Khalick, F. S., & Lederman, N. G.
(2000). The influence of a reflective activity-based approach on elementary
teachers’ conceptions of the nature of science. Journal of Research in
Science Teaching, Vol 37, pp 295-317.)
• Specific activities focus on model building. Students reflect (through
readings and assignments) on course elements that model scientific
inquiry.
Features of LEAP
• Coherent coordinated curriculum
• Built around themes that run through whole 2-semester course
• Allows ‘scaffolding’ of difficult ideas and skills
• Extensive use of computer technology
• Integrated into both in-class work and homework
• S.E.N.S.E. Problem solving strategy
• Integrated into both in-class work and homework
• Learning about Learning (LAL) activities focus on:
• The nature of science (learning of scientists)
• Own Learning (learning of PET students/teachers)
Structure of LEAP
• 2-semester course
• PHYS 2010 Algebra-based Physics I consists of 7 to 9 units
• Forces
• Impulse and momentum
• Work and Energy
• Kinematics
• PHYS 2020 Algebra-based Physics II consists of 7 to 9 units
• Static Electricity
• Direct-current circuits
• Magnetism
• Electromagnetism
• Light and optics
Structure of LEAP
• Guided-inquiry pedagogy:
• Promotes deep understanding and ‘ownership’ of ideas
• Course structure:
• Integrated lecture/lab (actually, no lectures!)
• Three 2 hr sessions per week (MWF)
• Students work in small groups
• 3 to 4 is optimum size
• Group structure is important!
• Homework is integral part of course
• Develop, practice, extend ideas
Structure of LEAP
• Target ideas broken into sub-ideas
• Hands-on/minds-on activities address these
• All activities have same structure
• Some ideas are more difficult than others
• Developed over several activities, or even units
• A unit consists of 3 to 8 activities
• Activities take 1-2 hrs each
• Several ‘Developing Ideas’ activities per unit
• ‘Applying Ideas’ activity to end unit
Tools of LEAP
• Simulations
• Constructing Physics Understanding simulators
• PhET Simulations
• Other simulations available on web
• Microcomputer-based laboratory equipment
• S.E.N.S.E. Problem Solving Strategy
• On-line assessments/activities
• Diagnoser
• Captivate modules
S.E.N.S.E. Problem Solving Strategy
• Seeing the Physics
• Explaining the Physics
• Notating the Physics
• Solving the Math
• Evaluating the Solution
PHYS2010 FCI results
Current plans
• Develop on-line modules
• Pre-flight – unit introductions
• Review math concepts
• Review physics concepts
• Teach content
• Learning about Learning
• Diagnoser style
• Continuing to develop activities and
adding more content coverage to courses
Current plans
• Continuing to evaluate ways to improve
student problem solving skills
• Continuing to evaluate ways to best model
problem solving skills for students