Modeling-based interactive engagement in an introductory physics course: Students' conceptions and problem solving ability

Funda Ornek, Purdue University

Abstract

At Purdue University, the Physics Department started to teach a calculus-based introductory physics course by using a modeling-based interactive engagement method at the beginning of the Fall Semester of 2001. To analyze the effects of modeling-based instruction and interactive engagement on students' conceptual understanding and problem solving ability in an introductory physics course, both quantitative and qualitative research methods were chosen. To address the research questions, multiple-choice conceptual surveys, Likert scale question surveys were administered, pre-and post-instruction and open-ended surveys were administered. In addition, students volunteered to be interviewed, on an individual basis, throughout the course. The results of this study show that the modeling-based interactive teaching method helps students to improve their understanding and learning physics. The students find the modeling-based interactive engagement method of learning and understanding physics to be a positive experience. Also, the results of interviews indicate that students' problem solving ability seemed to be improved. In light of these results, it is evident that the modeling-based interactive engagement method has made a positive impact on the introductory, calculus-based physics course at Purdue University.

Degree

Ph.D.

Advisors

Robinson, Purdue University.

Subject Area

Curricula|Teaching|Higher education

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