Dancy PTEC 2009 Poster

8/14/2019 Dancy PTEC 2009 Poster

1/22

Preliminary

Results

From

A

Survey

Of

PhysicsFacultyOnUseOfResearch

MelissaH.Dancy

Johnson C. Smith Universit

CharlesHenderson

Western

Michigan

University

WithspecialthankstotheNationalScienceFoundationforfundingandTheAmericanInstituteofPhysics(SusanWhite)forhelpinimplementationofthewebsurvey.

UnderstandingInstructorPracticesandAttitudes

StrategiesInIntroductoryCollegePhysicsNSF

CCLI,2008

2010,

DUE

0715698


2/22

AlthoughsubstantialtimeandmoneyhasgoneintodevelopingResearchBasedInstructionalStrategies(RBIS)inphysics,

little

effort

has

gone

into

understanding

the

extent

towhichtheseproductsareusedbyphysicsinstructors. Ina ,awe surveywas e vere oana ona samp eo

physicsfaculty. Thisposterwillpresentthepreliminary

resultsof

the

survey

based

on

responses

from

over

700

,ofinstitutions:1)twoyearcolleges,2)fouryearcollegesthatofferaB.A.asthehighestphysicsdegree,and3)four

participantswere

asked

about

their

knowledge

and

use

of

a

selectionofcurrentlyavailableRBISaswellastheirgeneralattitudestowardteachin .


3/22

DemographicQuestions

T e of institution number of ears teachin ender t e

of

courses

taught,

etc. Familiaritywithvariousresearchbasedinstructional

. Whathavetheyheardabout,tried,continuetouse,

discarded?

Why? .

Specificclassroombehaviors. Forexample,howoftendostudentstalktooneanother,

howoften

are

open

ended

questions

given

on

exams.

ProfessionalDevelopment ,

workshopsattended,etc.


4/22

SurveyadministeredbyAIPStatisticalResourceCenter

(underguidanceofSusanWhite)

Randomsample

by

institution

type

TwoYearColleges

thehighestphysicsdegree

Four

Year

Colleges

with

a

Physics

Graduate

Program

acu ya esamp e sc oo sw o aug eintroductoryquantitativephysicscourseinthelasttwoyearswereinvitedtocompletethesurvey.

Responserates

TwoYearColleges:54%

PhysicsGraduateDegree:48%


5/22

ResearchBasedInstructionalStrategies

Inc u e

inSurvey

StrategiesfortheWholeCourse CooperativeGroupProblemSolving

SpecificStrategiesforLecture/Recitation/Homework

(Heller&Heller)

InvestigativeScience

Learning

Environment(Etkina &VanHeuvelen)

ModelingPhysics(Hestenes &Wells)

ActivityBasedPhysicsTutorials(Cooney

et.al.)

ActiveLearningProblemSheets(VanHeuvelen)

verv ew, ase u y ys cs anHeuvelen)

ScaleUp,StudioPhysics(Beichner,

Wilson)

WorkbookforIntro.Ph s. Meltzeret.al.

.

ExperimentProb.(VanHeuvelen)

InteractiveLectureDemonstrations

(Thornton&

Sokoloff)

WorkshopPhysics(Laws)

SpecificStrategiesforLab RealTimePhysics/ToolsforScientific

ThinkingLabs(Thorntonet.al.)

. .

OpenSourcePhysics(Christian)

OpenSourceTutorials(Elby,Redish,Hammer,Vokos,Rosenberg,Scherr)

PeerInstruction(Mazur)

SocraticDialog

Inducing

labs

(Hake)

VideoBasedLabs(Beichneret.al.;Zollmanetal.)

GeneralStrategiesfor

Physlets (Christian&

Belloni)

RankingTasks(Maloneyet.al.)

ResearchBasedTextbooks:Chabay &Sherwood, Touger,Knight,Moore,Reif,

Lecture/Recitation/Homework Webbasedhomework/tutoring(e.g.,

CAPA;Mastering

Physics;

OWL;

UT

Austin;

WebAssign)

umm ngset.a .

ThinkingProb.(Redish)

TIPERS(O'Kuma et.al.)

TutorialsinIntro.Physics(McDermott)


6/22

Respondents

Useable

n=724TypeofInstitution

TwoYearCollege

SemestersTeachingIntroCourse

14Semesters

BachelorDegreeGranting

GraduateDegree

Granting

15%

510Semesters

Morethan

10

Semesters

35%

39%

20%

65%

3%

CurrentPosition

FullTime, 6%Rank

Lecturer

ermanenFulltime,

Temporary18%

21%32%

23% AssistantProfessor

AssociateProfessor

art me,

PermanentFullProfessor

Other


7/22

Isyourdepartmentgenerallyencouraging

Reportedby%ofRespondents6070

80

20

30

40

All

0

BA

Graduate


8/22

Howoftendidyoutalktoorcorrespondwithyour

Reportedby%ofRespondents

35

40

45

25

30

All

10

15

20 Year

BA

Grad

0

5

perterm

perterm

day


9/22

ImportanceofInstructionalGoals%RatingasVeryImportant

80

90

50

60

70

All

30

402Year

BA

Grad

0

10

ProblemSolving Conceptual

Understaing

Attitudeand

Appreciation


10/22

Howsatisfiedareyouwiththeextentto

w ic

yourstu ents

are

meeting

t ese

goa s

%RatingasExtremelySatisfiedorSomewhatSatisfied8090

50

60

All

20

30

40 2year

BA

Grad

0

10

ro em o v ng onceptua

Understanding

tt tu esan

Appreciation


11/22

Duringthelectureportionofyourclass,

.%ReportingFornearlyeveryclassorMultipletimes

.

90

60

70

30

40 2Year

BA

0

10 ra

ra t ona ecture tu ents scuss eas

inSmallGroups

o e ass ot ng


12/22

Leveloffamiliaritywitheachresearchbasedinstructionalstrategy.

%ofrespondentsreportingeachcategoryUse HaveUsed

Familiar,Not

Used

DontKnow

Much

NeverHeard

ofIt

WebBasedHomework 41 12 23 9 15

Peer Instruction 29 14 20 12 25

RankingTasks 15 10 13 8 53

Interactive Lecture

Demos14 10 22 16 38

Cooperative Group 14 16 20 15 35

ResearchBasedTexts 14 10 31 18 29

Physlets 13 15 28 14 29

Just inTimeTeaching 8 9 30 17 35

Context RichProblems 8 7 16 15 55

Tutorials inIntroPhysics 8 12 27 15 38

Real TimePhysics Lab 7 6 20 19 48


13/22

Use HaveUsedFamiliar,

NotUsed

Don'tKnow

Much

NeverHeard

ofit

Worksho

Ph sics 7 12 30 14 37

TIPERS 7 3 12 10 69

Activity BasedPhysTutorials 6 9 28 18 39

Active LearningProblemSheets 6 5 23 17 49

Experiment Problems 4 3 11 15 67

Modeling 3 8 22 20 47

VideoBased

Lab 3 2 14 14 67

Open SourcePhysics 2 2 18 17 62

Socratic DialogueInd.Lab 2 2 13 15 69

Overview CaseStudyPhysics 2 5 18 19 56

Open SourceTutorials 2 3 16 18 61

Investigative ScienceLearning

Environment2 4 16 17 62

ThinkingProblems 1 2 12 16 69

Workbookfor

Intro

Physics 1 4 14 15 66


14/22

Howlikelyaretheytouseastrategyiffamiliarwithit?

Strategy

am arw

Strategyand Strategy

Strategyand

Useit HaveUseditUseit HaveUsedit

WebBasedHW 54 15 Active LearningProb. 17 16

Peer Instruction 46 22 VideoBasedLab 16 12

RankingTasks 40 26 WorkshopPhysics 14 25

TIPERS 32 12 Activity BasedPhy T. 14 21

Inter. Lecture

Demos 31 22 Socratic Diag.

In. Lab 11 11oop r ro o v ng o e ng

Context RichProbs 27 21 Scaleup 10 16

ResearchBasedTexts 25 18 Open SourceTutorial 9 11

Physlets 23 27 Open SourcePhysics 9 11

Real TimePhys. Lab 23 17 ISLE 8 19

Just InTimeTeaching 18 19 Thinking Problems 7 10

Tutorials inIntroPhy 17 26 WorkbookforIntro 5 19


15/22

SignificantVariationby

Inst tut onType

ExamplefromTwoInstructional Strategies

Use HaveUsed Familiar

Don tKnow

Much

NeverHear

ofit

Peer Instruction 29.2% 13.9% 20.4% 11.8% 24.7%

an ng as s . . . . .

TwoYearCollege(N=184)

Peer Instruction 19.0 7.5 20.1 12.6 40.8RankingTasks 25.1 9.9 10.5 7.6 46.8

FourYearCollegewithPhysicsB.A.(N=255)

Peer Instruction 37.6 16.9 19.0 12.2 14.3

RankingTasks 15.2 13.0 17.0 9.4 45.3

FourYearCollegewithPhysicsGraduateDegree(N=281)

Peer Instruction 28.4 15.6 21.8 10.9 23.3

RankingTasks 8.9 7.3 11.7 6.9 65.2


16/22

Likelihoodofusingandknowingaboutinnovations

b

t e

of

school.%ofRespondentsUsing All 2Year BA Grad

0Strategies 38 43 33 40


35 Strategies 19 20 21 13

5+Strategies 10 11 11 5

%ofRespondentsFamiliar* All 2Year BA Grad

0

Strategies 10 12 9 10 trateg es 4

35 Strategies 18 16 17 25


StrategyusehighestamongBAinstructors.

10+ Strategies 35 38 36 23

Graduateinstructorsreportlessfamiliaritywithmultiple

strategies. *Includesusers,pastusersandfamiliarbutneverused.


17/22

UseofAtLeastOnePERBased

InstructionalStrategy

PERbased

instructional

strategies

we

asked

about*.

43.1%attwoyearcolleges

. . .

44.2%atfouryearcollegesw/grad.

*Exclusing WebBasedHomeworkandResearchBasedText


18/22

UseResultswithCaution

PeerInstruction

(asdescribedbyMazur)

Eachclasssessionbrokenintoseveral

PeerInstructionUsers

(asdescribedbyselfreportusers)

Useinstructionalactivit multi letimes

segments

Ineach

segment

Shortlecture(710min)

everyclass:

Studentssolve/discuss

qualitative/conceptualquestions

ConcepTest (56min)

Shortconceptualquestion

posed.Students

think

and

(27.5%)

Studentsdiscussideasinsmallgroups

(27.9%)recor answer.

Studentsconvinceneighbor

Tallyofanswers

o ec assvot ng nstructorposes

questionsthatareanswered

simultaneouslybytheentireclass)

exams

.

Useconceptualquestionsonalltests(65.3%)

Only12.8%ofPeerInstructionUsersReportInstructionalActivities

Consistentwith

Peer

Instruction


19/22

Areyouinterestedinusingmoreofthekindsof

previousquestions?

o

Respondents

ear ra

Yes 70 73 77 62

Ifrespondentsansweredyes,

preventedthemfromusing

more.


20/22

BarrierstoUseofPhysicsEducationResearch

2YC BA Grad

N=119 N=163 N=144

Time

Generaltimelimitationstolearn,developand

implement 50% 61% 50%

Limitedtimeinclass/contentcoverageconcerns 9 8 10

an ryevery nga once

Resources

Lackknowledgeofinnovations 25 18 22

Lackcurricularmaterials 8 2 3

Lackinfrastructureand/orfunds 13 10 12

Lacksupportofcolleagues 3 2 4

Motivation

I

ave

my

own

sty e,

pre er

to

mo y 7Notsureitwillworkorwasunsuccessfulinpastattempts 5 6 7

StudentResistance 1 3 1

Lack control over all as ects of course 0 5 8

CosttoStudents 3 0 0


21/22

SummaryofFindings:Differencesin

Institutions

institutions

Re ortlessencoura ementtoim roveinstruction

Arelesslikelytoratepositiveattitudesand

appreciationof

physics

as

important

goals

Aremorelikelytouselectureandwholeclassvotingmethods,whilebeinglesslikelytouse

.

Arelesslikelytobeinterestedininnovationsandhaveknowled eofinnovationsandlesslikel totryaninnovationwhentheyhaveknowledgeofit.


22/22

Overall instructorsre orttheirde artment

encouragesimproved

instruction.

Instructorshighlyvaluethegoalsofdevelopingproblemsolvingskillsandconceptual

understanding

and

feel

they

are

generally

mee ng esegoa s.

Mostinstructorsareinterestedinusingmore

.

Timetolearnabout,develop,andimplement

report.

Documents

Dancy PTEC 2009 Poster