Monday, January 11, 2010 at 4:00 pm

JILA Auditorium

Steven Pollock, Univ of Colorado (Physics)

"A research-based approach to transforming an upper-division electricity and magnetism course "

Abstract:

We are transforming an upper-division E&M course using principles of active engagement and learning theory, guided by the results of observations, interviews, and analysis of student work. I will outline these reforms – including consensus learning goals, “clicker” questions, tutorials, modified homeworks, and more – as an example of what a transformed upper-division course might look like. We have examined the effectiveness of these reforms relative to traditional courses, based on grades, interviews, and attitudinal and conceptual surveys. Our results suggest that it is valuable to further investigate how physics is taught at the upper-division, and how education research may be applied in this context.

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