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- W2081306240 abstract "Introductory calculus-based physics classes at the University of Colorado Boulder were significantly transformed beginning in 2004. They now regularly include: interactive engagement using clickers in large lecture settings, Tutorials in Introductory Physics with use of undergraduate Learning Assistants in recitation sections, and a staffed help-room setting where students work on personalized CAPA homework. We compile and summarize conceptual (FMCE and BEMA) pre- and post-data from over 9,000 unique students after 16 semesters of both Physics 1 and 2. Within a single institution with stable pre-test scores, we reproduce results of Hake’s 1998 study that demonstrate the positive impacts of interactive engagement on student performance. We link the degree of faculty’s use of interactive engagement techniques and their experience levels on student outcomes, and argue for the role of such systematic data collection in sustained course and institutional transformations." @default.
- W2081306240 created "2016-06-24" @default.
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- W2081306240 date "2013-01-01" @default.
- W2081306240 modified "2023-09-23" @default.
- W2081306240 title "Impacts of curricular change: Implications from 8 years of data in introductory physics" @default.
- W2081306240 cites W3003686208 @default.
- W2081306240 doi "https://doi.org/10.1063/1.4789714" @default.
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