Lessons from a large-scale assessment: Results from conceptual inventories

Beth Thacker,Dave Pattillo,Hani Dulli,Keith West

doi:10.1103/physrevstper.10.020104

Beth Thacker, Dave Pattillo + Show 2 more

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https://doi.org/10.1103/physrevstper.10.020104

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Abstract

We report the conceptual inventory results of a large-scale assessment project at a large university. We studied an attempt at introducing materials and instructional methods informed by physics education research (PER-informed materials) into a department where most instruction has been traditional and a significant number of faculty are hesitant, ambivalent or even resistant about the introduction of such reforms. The changes were made in the laboratories and recitation sections of the introductory classes, both calculus-based and algebra-based, introducing PER-informed materials and training the teaching assistants in student-centered instructional methods. In addition to the results found in the large lecture classes, we present the results of a small PER-informed, inquiry-based, laboratory-based class that has been taught as a special section of the algebra-based course for about 10 years. The assessment reported in this paper was done using available PER-developed assessment instruments. The results of other assessment instruments used in the project, such as free-response pre- and post-tests, are reported in subsequent papers. The results in this paper inform researchers in PER of the use of PER-informed materials and instructional methods in a department not unified in the introduction and implementation of these materials and the results of the implementation as assessed by PER-based conceptual inventories. We found that our conceptual inventory scores were lower than many results reported elsewhere in the literature. However, we did see a statistically significant increase in the conceptual inventory scores with the implementation of PER-informed laboratories and the use of student-centered pedagogy in the labs and recitations. The increase was much greater, if the lecture instructor also used PER-informed materials.

Highlights

While the introduction and adoption of physics education research-informed (PER-informed) materials [1] and teaching techniques by both departments and individual faculty are becoming increasingly common, there are still barriers to reform [2,3,4,5], and changes can be met with significant faculty resistance [6]
The percent of total grade allotted to the combined lab and recitation part of the course is given
We have presented the results of conceptual inventories as indicators of the effectiveness of changes made in the curricula and instructional techniques in the laboratories and recitations separately and together with changes made in the lecture part of the course

Summary

Introduction

While the introduction and adoption of physics education research-informed (PER-informed) materials [1] and teaching techniques by both departments and individual faculty are becoming increasingly common, there are still barriers to reform [2,3,4,5], and changes can be met with significant faculty resistance [6]. Texas Tech University (TTU) is one such university It is a large research university where the instruction in physics is primarily traditional and there has not been a unified approach to the teaching of the introductory physics courses. With the support of the Department Chair at the time, even though not all faculty were unified or in agreement, PER-informed materials were introduced into the laboratories and the newly formed recitation sections. Where changes were implemented in the laboratories and recitation

Results

Discussion

Conclusion