Physics Education Research-Based
Reform at a Multicultural Institution
Richard Steinberg
City College of New York
This work is supported by NSF and FIPSE
Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY:
Introductory Mechanics
• PER-based Reform at CCNY:
Special Relativity
• Conclusion
2
Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY:
Introductory Mechanics
• PER-based Reform at CCNY:
Special Relativity
• Conclusion
3
Results from cognitive science
• Principle 1: Knowledge is built from the
processing of information received.
» yet our instructional model focuses on students receiving
information rather than constructing it
Edward F. Redish, Am. J. Phys. 62, 796-803 (1994).
4
Results from cognitive science
• Principle 2: Everything learned is learned via
interpretation within a context.
» yet we assume students are able to understand and apply
complex ideas in a multitude of situations
5
Results from cognitive science
• Principle 3: It is very difficult to change an
established mental model substantially.
» yet we expect students to abandon the beliefs they bring in
favor of the beliefs we present
6
Results of traditional instruction
• Many students leave physics with an
unsatisfactory change in their:
» understanding of fundamental concepts and
scientific reasoning ability
» understanding of mathematics in physics problems
» epistemological attitudes
• Students’ problem solving techniques are
typically context dependent and not grounded
in an understanding of the subject matter.
7
Introductory calculus-based physics City College of New York (N=73)
Midterm Exam Question
a. With what speed was the stone thrown?
b. At what time was the stone moving
down with speed 12 m/s?
72 m
c. What is the position of the stone when it
was moving down with speed 12 m/s?
8
Introductory calculus-based physics City College of New York (N=73)
• The initial speed of the stone:
» 33% gave correct answer
• Time at which stone was
moving down 12 m/s:
» 32% gave correct answer
72 m
• Position of stone when it was
moving down 12 m/s:
» 25% gave correct answer
9
Introductory calculus-based physics City College of New York (N=73)
Midterm Exam Question
direction of velocity
direction of
acceleration
on the way up
72 m
at the highest
point
on the way
down
33% answered correctly
10
Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY:
Introductory Mechanics
• PER-based Reform at CCNY:
Special Relativity
• Conclusion
11
Methods of physics education
research
• Classroom Observations
• Student Interviews
» demonstration interview
» problem solving interview
• Examination questions
• Free-response and multiple-choice diagnostics
12
Research-based curricula
Group Problem Solving
Heller - University of Minnesota
Modeling Workshop Project
Tutorials in Introductory Physics
/ Physics by Inquiry
McDermott and Physics Education Group University of Washington
Hestenes - Arizona State University
A New Model Course in QP
Redish – University of Maryland
Steinberg – CCNY
Wittmann – University of Maine
Tools for Scientific Thinking
Sokoloff - University of Oregon
Thornton - Tufts University
Understanding Basic Mechanics
Peer Instruction
Reif - Carnegie Mellon University
Mazur - Harvard University
Powerful Ideas in Physical
Science
Workshop Physics
Laws - Dickinson College
AAPT
13
Research-based curricula
Group Problem Solving
Heller - University of Minnesota
Modeling Workshop Project
Tutorials in Introductory Physics
/ Physics by Inquiry
McDermott and Physics Education Group University of Washington
Hestenes - Arizona State University
A New Model Course in QP
Redish – University of Maryland
Steinberg – CCNY
Wittmann – University of Maine
Tools for Scientific Thinking
Sokoloff - University of Oregon
Thornton - Tufts University
Understanding Basic Mechanics
Peer Instruction
Reif - Carnegie Mellon University
Mazur - Harvard University
Powerful Ideas in Physical
Science
Workshop Physics
Laws - Dickinson College
AAPT
14
Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY:
Introductory Mechanics
• PER-based Reform at CCNY:
Special Relativity
• Conclusion
15
CCNY Students
• Over half of the students were born outside of the
United States.
• Over half of the students have learned English as
a second language.
• Students come from about 90 different countries.
• No one group represents a majority of the student
body.
16
Tutorials at CCNY*
traditional recitation:
tutorial:
or
*Lillian McDermott and the Physics Education Group at the University of Washington.
17
Tutorials at CCNY
18
Tutorials at CCNY
19
Force Concept Inventory
• 29-item conceptual multiple-choice diagnostic in
mechanics
• Distractors are based on the results of extensive
research in physics education
at what instants do the objects have
the same speed
compare the forces of the car and
truck on each other
D. Hestenes, M. Wells, and G. Swackhammer, “Force concept inventory,” Phys. Teach. 30, 141-158 (1992).
20
Force Concept Inventory
• Fraction of the possible gain
h
post %  pre%
100  pre%
Traditional
Tutorial
h = 0.23
h = 0.43
R.R. Hake, “Interactive-engagement versus traditional methods: A six-thousand-student survey
of mechanics test data for introductory physics courses,” Am. J. Phys. 66, 64-74 (1998).
21
Force Concept Inventory
• Fraction of the possible gain
h
post %  pre%
100  pre%
Traditional
h = 0.26
(native English)
Traditional
h = 0.21
(ESL)
Tutorial
h = 0.46
(native English)
Tutorial
h = 0.42
(ESL)
22
Tutorials at CCNY
Exam Performance
80%
kin midterm
60%
kin midterm (qualitative)
atwood’s midterm
40%
kin final
20%
energy final
0%
Traditional
Tutorial
23
Tutorials at CCNY
Student Evaluations
5
tutorials
4
3
2
1
0
not applicable
recitation sections
textbook
laboratories
Traditional
Tutorial
24
Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY:
Introductory Mechanics
• PER-based Reform at CCNY:
Special Relativity
• Conclusion
25
Two students’ approaches to the twin
paradox problem
• Case study of two outstanding students working
together to try to resolve the twin paradox problem –
post instruction on special relativity
Igor:
- Received A’s in
inquiry-based intro and
modern physics courses
Tulio:
- Received A’s in
traditional intro and
modern physics courses
26
The Problem
Bonnie
0.6c
Aaron
X
6 light years
1) When B is above Earth, clocks both read the same time.
B travels directly to X which A measures to be 6 light years away.
2) When B reaches X, she quickly comes to a stop
and returns to Earth at the same speed.
3) When B reaches Earth, she gets off the rocket and is reunited
with her brother. Their physics teacher hands a poster of
Einstein to the younger twin. Who gets the poster?
27
The Solution
Bonnie
Aaron
X
6 light years
According to Aaron
Time to X Time to Earth
Total
In Aaron’s frame
10.0 y
10.0 y
20.0 y
In Bonnie’s frame
8.0 y
8.0 y
16.0 y
According to Bonnie
Time to X Time to Earth
Total
In Aaron’s frame
6.4 y
6.4 y
12.8 y
In Bonnie’s frame
8.0 y
8.0 y
16.0 y
28
Overview of interview
• Both students showed strong understanding of
elementary special relativity, conceptually and
formulaically.
• Neither student was able to grasp all aspects of
the problem or resolve the paradox without help.
• Tulio was more prone to use the equations.
Igor was more likely to think of the physical
implications of the results of the equations.
29
Sample responses
Igor: “…It can’t have 2 values at the same time. Its
one physical thing. If it says 8 it cannot say
6.4 in another reference frame, its something
physical.”
Tulio: “You’re going to have to live with that.”
30
Sample responses
Igor: “Do they have to be the same?”
Tulio: “I’m saying no.”
Igor: “Why not?”
Tulio: “Because of relativity.”
31
Interview summary
• Tulio would try to fit the physical world to the
numbers he got from the equations, whereas Igor
would always try to make sure the results of the
equations gave answers that made physical
sense.
32
Outline
• Motivation
• Physics Education Research
• PER-based Reform at CCNY:
Introductory Mechanics
• PER-based Reform at CCNY:
Special Relativity
• Conclusion
33
Conclusion
• A student-centered, research-based model of
physics instruction appears to be a good match
for university physics students.
Research
Model
of
Learning
Curriculum
Development
Instruction
34