Investigating the effectiveness of the tutorials in introductory physics in multiple instructional settings

C Slezak,K M Koenig,G A Braun,R J Endorf

doi:10.1103/physrevstper.7.020116

Abstract

This paper examines the educational impact of the implementation of the tutorial activity ``Changes in Energy and Momentum'' from The Tutorials in Introductory Physics in five different instructional settings. These settings include (1) a completely computer-based learning environment and (2) use of cooperative learning groups with varying levels of instructor support. Pre- and post-tests provide evidence that a computer-based implementation falls significantly short of classroom implementations which involve both collaborative learning groups and interactions with a teaching assistance. Other findings provide insight into the importance of certain elements of instructor training and the appropriate use of the tutorial as an initial introduction to a new concept.

Highlights

Developed materials from the physics education research (PER) community are finding mixed success in attempts to reform the way physics is being taught across the country
What we found was that the teaching assistant spent an exorbitant amount of time with each group, and while the interactions may be categorized as Socratic dialogue, we found it difficult at times to discern a coherent thread within the conversations
It was disappointing to us that the students who participated in the computer-based implementation performed so poorly on the post-test questions

Summary

Introduction

Developed materials from the physics education research (PER) community are finding mixed success in attempts to reform the way physics is being taught across the country. The PER community continually facilitates the adoption of new materials and pedagogical approaches at secondary locations, but institutional challenges combined with institutional inertia may result in implementation contrary to those which were initially conceived. This necessitates further exploration as to the effectiveness of the utilized materials in a multitude of settings along with improved assistance in implementation. Tutorials in Introductory Physics [8] is one such research-validated curriculum which has been adopted by many institutions in an attempt to improve student learning in introductory calculus-based physics courses These inquiry-based materials are intended to aid in the transition towards reformed instruction by replacing traditional recitations, while not altering the common course structure of separate lecture, recitation, and lab.

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Conclusion