Framework and implementation for improving physics essential skills via computer-based practice: Vector math

Brendon D Mikula,Andrew F Heckler

doi:10.1103/physrevphyseducres.13.010122

Brendon D Mikula, Andrew F Heckler

Open Access

https://doi.org/10.1103/physrevphyseducres.13.010122

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Abstract

Interleaved practice using computer-based mastery instruction with immediate feedback can lead to improved accuracy and fluency in the use of basic skills.

Highlights

Learning how to solve problems is a critical goal for physics courses, and has been the focus of considerable efforts in research and instructional improvement
We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course
We provide a theoretical background, justification, and framework for the improvement of students’ “essentials skills” via explicit practice, and we assess the implementation of an online instructional intervention in a real course setting for an example essential skill set, namely, the vector math skills necessary for solving physics problems in first year introductory physics courses

Summary

Introduction

Learning how to solve problems is a critical goal for physics courses, and has been the focus of considerable efforts in research and instructional improvement (for reviews see Refs. [1,2]). Learning how to solve problems is a critical goal for physics courses, and has been the focus of considerable efforts in research and instructional improvement While problem solving can be a very complex process, in this paper we will focus on the hypothesis that problem solving requires accuracy and fluency in relatively simple, elementary skills, such as vector addition and unit conversion. By investigating the example of basic vector math skills, we will argue that students frequently do not have these simple yet essential skills, or they are far from fluent in their use. In our review of the literature and in our professional experience, we have found very few examples (discussed below) that such essential skills are typically systematically or extensively practiced in introductory physics courses.

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