Abstract
This longitudinal study reports the results of a replication of Tutorials in Introductory Physics in high schools of a Latin-American country. The main objective of this study was to examine the suitability of Tutorials for local science education reform. Conceptual learning of simple resistive electric circuits was determined by the application of the single-response multiple-choice test ``Determining and Interpreting Resistive Electric Circuits Concepts Test'' (DIRECT) to high school classes taught with Tutorials and traditional instruction. The study included state and privately run schools of different socioeconomic profiles, without formal laboratory space and equipment, in classes of mixed-gender and female-only students, taught by novice and experienced instructors. Results systematically show that student learning is significantly higher in the Tutorials classes compared with traditional teaching for all of the studied conditions. The results also show that long-term learning (one year after instruction) in the Tutorials classes is highly satisfactory, very similar to the performance of the samples of college students used to develop the test DIRECT. On the contrary, students following traditional instruction returned one year after instruction to the poor performance ($<20%$) shown before instruction, a result compatible with the very low level of conceptual knowledge of basic physics recently determined by a systematic study of first-year students attending seven universities in Spain and four Latin-American countries. Some replication and adaptation problems and difficulties of this experience are noted, as well as recommendations for successful use of Tutorials in high schools of similar educational systems.
Highlights
Learning of science and physics, in particular, in high schools of Ibero-American countries is very poor and it is hampering socioeconomic development
Conceptual learning of simple resistive electric circuits was determined by the application of the single-response multiple-choice test “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) to high school classes taught with Tutorials and traditional instruction
To reinforce and complement this picture, a recent study of first-year university students enrolled in science and engineering programs at seven universities in four LatinAmerican countries and Spain consistently showed that conceptual knowledge of physics is almost null [2,3]
Summary
Learning of science and physics, in particular, in high schools of Ibero-American countries is very poor and it is hampering socioeconomic development. The situation was very similar, independent of country and type of university (private or state run). These results indicate that long-lasting conceptual knowledge is not the result of high school instruction and, that precollege science education in this region is failing to meet basic goals, which result in unsatisfactory science and math preparation but, perhaps more important, in a lack of vocations for science and engineering and an ill-science-educated society [4]
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