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Flexible Physics Instruction in an Integrated Lecture/Lab Environment

This project, funded in part by NSF, aims to transform physics education at the University of Wisconsin-Platteville and Madison Area Technical College through the Faculty-Flexible Lecture-Lab Instruction in Physics (FLIP) initiative. FLIP encourages active learning by allowing faculty to tailor their teaching methods based on their strengths and the needs of their students. Overcoming common barriers such as content coverage expectations and student resistance, FLIP integrates lectures and labs into a cohesive learning experience, fostering a more engaging and effective physics curriculum.

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Flexible Physics Instruction in an Integrated Lecture/Lab Environment

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  1. Flexible Physics Instruction in an Integrated Lecture/Lab Environment Phil Young*, Marlann Patterson*, Todd Zimmerman† *University of Wisconsin - Platteville †Madison Area Technical College Funded in part by NSF DUE Grant # 0633583

  2. History • Platteville Engineering Physics department moving to new building • MATC holds lectures and labs in same room • Faculty-Flexible Lecture-Lab Instruction in Physics (FLIP)

  3. Goals of FLIP • Implement a department-wide shift towards more active learning • Provide better education for students • Ensure changes will stick • Faculty given freedom to choose how much active learning to include

  4. Implementing Changes • Little evidence that PER based material used • Schools report difficulty maintaining PER based curriculum

  5. Past approach to problem • Many schools try but can’t maintain active learning methods • Assumptions: • Need to convince instructors of need to change • Instructors only need knowledge of techniques to change • Many instructors have ideas more in line with PER but use more traditional techniques in the class* *C. Henderson and M. H. Dancy , Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics , Phys. Rev. ST Phys. Educ. Res. 3, 020102 2007.

  6. Obstacles to change • Expectation of content coverage • Department norms • Extra prep time • Student resistance • Class size • Room layout • Cost of materials

  7. Platteville overcomes these obstacles • Department Norms • Cost of materials Young Patterson

  8. Platteville overcomes these obstacles • Room Layout • Class Size Two Rows of 7 Stations 120° Projector Screen Projector Screen Whiteboard

  9. Curriculum will address these obstacles • Expectation of content coverage • Student resistance • Prep time • Use already existing PER-based Material(PERM)

  10. Assessment Tools Used • Student attitude • Colorado Attitude Student Survey • Physic I • Force Concept Inventory • Physics II • Conceptual Survey on Electricity and Magnetism • Light and Optics Conceptual Evaluation • Lab skills • Measurement Uncertainty Quiz

  11. Faculty Ideas and Practices • Develop assessment of faculty beliefs and practices1 • Help choose PERM best suited to their teaching strengths and style 1 M. H. Dancy and C. Henderson, Framework for Articulating Instructional Practices and Conceptions, Phys. Rev. ST Phys. Educ. Res. 3, 010103 2007.

  12. Where do we go from here? • Test PERM at Platteville and MATC • Assess effectiveness of material • Other institutions can use assessments, make changes, using FLIP site

  13. Faculty-Flexible Lecture-Lab Instruction in Physics (FLIP) Website: http://www.uwplatt.edu/~patterma/flip.html Funded in part by NSF DUE Grant # 0633583

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