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Studio-Based Learning for Novice Physics Students
Ridenour, Joshua The George Washingon University
Abstract
For Many students, taking a physics class can be a daunting task. Particularly for those taking the algebra-based courses (typically non-physics majors)., merely registering for the class can send students into a panic. Recently, studiobased classrooms have emerged as a suitable alternative to standard lecture style classrooms. While there has been extensive research confirming the merit of this pedagogy in calculus-based and advanced courses, little has been done in the way of gauging the effectiveness for novice students. For this study, the first-semester introductory physics classes at The George Washinggton University were taught using each method for different sections. The focus of this study is to improve problem solving skills without sacrificing conceptual understanding. The assessments of each section were administered using the Force Concepts Inventory (FCI) and the Colorado Learning Attitudes about Science Survey (CLASS) diagnostic tests. The studio-based students showed more progress iin both problem solving and conceptual understanding than their lecture counterparts.
Methods
In a studio-based classroom, the role of the instructor has very much evolved. The instructor is seen as more of a coach than a lecturer. The students learning is fostered by group work and self discovery. The students are expected to solve numerous problems with the instructor and TAs as a guide. One very important aspect is the allocation of groups as group dynamics can have a significant influence on individual student outcomes. The structure is such that each group has an advanced, intermediate, and struggling student. It is set up in this way for optimal learning outcomes. Through small labs, called tangibles, students have an opportunity to make physical conncections between the material and the real world. Often in lecture-style classes, there are several days between labs and lecture and lab often are not at the same pace. The outcomes were measured using the FCI, CLASS, as well as the ACCESS method of problem solving that was developed at GWU. The ACCESS method is used for structured problem solving. A major concern with novice students is that they typically begin at the algebraic manipulation process without setting up the problem correctly. The ACCESS method is a systematic approach to becoming a better problem solver by carefully assessing the problem, working it out, and reflecting on what has been accomplished. The rubric associated with the ACCESS method is below.
I.
Conclusion
In the first semester of implementation of studio-based learning in the algebra based course produced very pleasing results. The students showed considerable advancement in their conceptual understanding, exhibiting a higher normalized gain on the FCI than their lecture counterparts. Also, student attitudes improved slightly which is an encouraging sign. Students showed little improvement throughout the semester in their ability to apply the ACCESS rubric, particularly in regards to setting up the problem and creating a useful picture. In the future, more emphasis will be placed on setting up problems correctly. This will be accomplished by solving numerous problems algebraically using only letter variables. Given values, the students seemed to display confidence in their ability to solve the problem without giving thought to the setup or picture.
References
W.K. Adams, K. K. Perkins, et al. New instrument for measuring student beliefs about physics and learning physics. The Colorado learning attitudes about science survey. The American Physical Society, 2006. Hestenes D., Wells M., and Swackhamer G. Force concept inventory. The Physics Teacher, 30:141-166,1992. Louis E. Keiner and Teresa E. Burns. Interactive engagement. How much is enourgh? The Physics Teacher, 48:108-111, February 2010.
Objectives
The goal of this research is to implement novel pedagogy into an introductory physics course. This pedagogy has been successful in more advanced courses, and can easily be adapted for non-physics majors. Using group discovery lessons and self-discovery, students have a chance to make connections and absorb material easier. Many of the students in this class are non-physics majors. These students may not be invested in the material, but the methods of solving physics problems can be a valuable skill and can be attributed to general problem solving. One major goal of this research is to provide an opportunity for these students to advance their problem solving skills. Assessment of student attitudes towards physics and physics problem solving are also assessed.
ACCESS rubric
II. III.

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Studio-Based Learning for Novice Physics Students

Ridenour, Joshua The George Washingon University

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