Abstract
We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction MI at Florida International University FIU, a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics i.e., Black, Hispanic, women. This study uses markers of conceptual understanding as measured by the Force Concept Inventory FCI and odds of success as measured by the ratio of
Highlights
Recent U.S public policy1͔ reflects the nation’s extreme need for increased numbers of science prepared students and teachers
We report that the odds of success in MI are 6.73 times greater than in lecture instruction. Both odds of success and FCI scores within Modeling Instruction are further disaggregated by ethnicity and by gender to address the question of equity within the treatment. The results of this disaggregation indicate that ethnically under-represented students enter with lower overall conceptual understanding scores, the gap is not widened during introductory physics but instead is maintained, and the odds of success for under-represented students is not different from majority students
These results suggest that students have similar conceptual understanding upon entering Introductory Physics, but Modeling Instruction produces improved conceptual understanding after one semestersee Fig. 3͒
Summary
Recent U.S public policy1͔ reflects the nation’s extreme need for increased numbers of science prepared students and teachers. This paper represents one component of an overall study of learning from a participationist framework, including conceptual understanding, retention, persistence, community, affect, and cognitive processes in Modeling Instruction in university physics classes and the surrounding environment These efforts, originating in the National Science Foundation-funded Center for High Energy Physics Research and Education OutreachCHEPREOproject, have two primary components: first to establish a supportive classroombased learning environment by implementing MI in several sections of the introductory, calculus-based sequence, and second to establish a broader active learning community among students, faculty, and staff to help integrate students academically and socially into the physics program. Needs and histories of these under-represented groups are dissimilar, establishing an inclusive learning environmentreformed courses, supportive faculty interactions, space to foster collaborationthat conscientiously strives to support participation by all students is a sustainable path toward addressing the needs of both the discipline of physics and the physics students themselves6,7͔
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