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Innovative Curricula How well do they work? Could they work at your institution?

Innovative Curricula How well do they work? Could they work at your institution?. Karen Cummings Dept. of Physics Southern Connecticut State University. Outline. Description of several educational research based curricula Role of assessment in curriculum development.

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Innovative Curricula How well do they work? Could they work at your institution?

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  1. Innovative Curricula How well do they work? Could they work at your institution? Karen CummingsDept. of Physics Southern Connecticut State University

  2. Outline • Description of several educational research based curricula • Role of assessment in curriculum development. • Description of Rensselaer, RPI students and the Studio Physics program at Rensselaer • Ideas for fitting innovative curricula to traditional course structures.

  3. Research Based Curricula and Approaches • Scale-up • Workshop Physics • Peer-Instruction • Real Time Physics • Tutorials • Cooperative group problem solving • Interactive Lecture demonstrations • Several Others

  4. The Role of Assessment:A Scientific Approach to Curriculum Development Body of Knowledge about How People Learn Physics Assessment of Outcomes Curriculum Development

  5. Assessments of Conceptual Learning • Force Concept Inventory • Force and Motion Conceptual Exam • Electricity and Magnetism Conceptual Evaluations

  6. Sample Kinematics Questions 1.Which velocity graph shows the object moving away from the origin at a constant velocity? 2.Which velocity graph shows the object moving toward the origin at a steady (constant) velocity? 3.Which velocity graph shows the object reversing direction?

  7. A sled on ice moves in the ways described below. Friction is so small that it can be ignored. A person wearing spiked shoes standing on the ice can apply a force to the sled and push it along the ice. Choose the one force (A through G) which would keep the sled moving as described in each statement below. • A. The force is toward the right and is increasing in strength (magnitude). • B. The force is toward the right and is or constant strength (magnitude). • C. The force is toward the right and is decreasing in strength (magnitude). • D. No applied force is needed. • E. The force is toward the left and is decreasing in strength (magnitude).  • F. The force is toward the left and is of constant strength (magnitude). • G. The force is toward the left and is increasing in strength (magnitude). • ___1. Which force would keep the sled moving toward the right at a steady (constant) • velocity? • ___2. The sled is moving toward the right. Which force would slow it down at a steady • rate (constant acceleration)? Direction of Force Direction of Force

  8. What’s the Value?

  9. Velocity and Acceleration (Kin.) • F=ma (N2) • Newton’s Third Law (N3)

  10. “Gain” in Understanding

  11. The Studio Physics Courses at Rensselaer: An example of a research driven approach to curriculum development

  12. What type of an Institution is Rensselaer?

  13. What type of an Institution is Rensselaer? • Engineering School (75% of undergrads) • 75% Male • Diverse Nationalities • High SAT scores (Average=1300 ish) • High school physics course is required for incoming students

  14. What is a Studio Physics class like at Rensselaer?

  15. General Features of the Studio Course • Combine Lecture/Recitation/Lab • Redesigned Classrooms with technology • Smaller classes • De-emphasize lecture • Emphasized Hands On, Collaborative Learning (Activities)

  16. Typical Studio Physics Class Homework Discussion (20 Mins) Mini-Lecture (20 Mins) Activity (70 Mins)

  17. Features of the Studio Activities • Collaborative Learning

  18. How Well Does it Work?The 1998 Experiment

  19. FMCE Gain

  20. Features of the Studio Activities That WORKConstructivist approach -Start where the students “are” intellectually -Provide experiences which allow students to build their own understanding of the material. -Students are active participants in the course -Students come to class with existing ideas about the material (some wrong)

  21. How Successful Are We? Focusing in on the first objective listed…. Firm understanding of fundamental principles. (Ability to think on one’s feet).

  22. What level student is most significantly impacted by research informed curriculum development?

  23. New Curriculum-Studio Model

  24. Fitting Innovative Curricula into a Traditional Course Structure: • Lab as center piece-Studio approach at state institutions • Reform of one aspect of the course-Peer Instruction, Interactive Lecture Demonstrations, Tutorials • Constructivist approaches in whatever you do- and assess your outcomes

  25. Thank You!!

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