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Reality Physics Teaching (RPT) for Improving Student Expectations in Learning Physics. Umporn Wutchana. Institute for innovation and development of learning process Mahidol University. Out line. Introduction Motivation Pilot studies Research Questions Research Objectives - PowerPoint PPT Presentation
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Umporn Wutchana
Institute for innovation and development of learning processMahidol University
Reality Physics Teaching (RPT) for Improving Student Expectations in Learning Physics
Out line
• Introduction• Motivation• Pilot studies • Research Questions• Research Objectives • Research Hypotheses• Research Methodology• Expected Outcomes
Introduction
• Student attitudes, beliefs and assumption about physics and learning physics play a critical role in their learning and understanding about physics.
Introduction
• Student attitudes, beliefs and assumption about physics and learning physics play a critical role in their learning and understanding about physics.
attitudesbeliefs
assumptionexpectations
• Physics education researchers have probed student expectations.
• Physics education researchers distinguished the expectations of experts and the expectations of novices.
• Physics education researchers found relationships between student expectations and their learning.
Introduction
Motivation
• Student expectations affect their conceptual learning.
• Most students still have more novice-like expectations after physics courses.
• Can improving student expectations cause improvement of their conceptual learning?
Survey and Test
• Maryland Physics Expectation Survey (MPEX)
University of Maryland Physics Education Research Group in 1992
• Force and Motion Conceptual Evaluation (FMCE)
Thornton and Sokoloff 1998
MPEX
• University of Maryland Physics Education Research Group in 1992
• 34 items• 5-option Likert scale
Strongly disagree NeutralAgree Disagree
Strongly agree
MPEX
• Responses agreeing with the experts were defined as favorable responses.
• Responses disagreeing with the experts were defined as unfavorable responses.
favorable unfavorable
MPEX
• Independence• Coherence• Concepts• Reality Link• Math Link• Effort
MPEX
• Independence• Coherence• Concepts• Reality Link• Math Link• Effort
Learning physics means reconstructing one’s own understanding.
MPEX
• Independence• Coherence• Concepts• Reality Link• Math Link• Effort
The structure of physics knowledge is based on a single coherent system.
MPEX
• Independence• Coherence• Concepts• Reality Link• Math Link• Effort
The content of physics knowledge is based on concepts that underlie the formulas.
MPEX
• Independence• Coherence• Concepts• Reality Link• Math Link• Effort
Physics is connected with reality.
MPEX
• Independence• Coherence• Concepts• Reality Link• Math Link• Effort
Mathematical formalism is used as a way of representing information about physics
phenomena.
MPEX
• Independence• Coherence• Concepts• Reality Link• Math Link• Effort
Activities and work are necessary to make sense out of physics.
FMCE
• Force and Motion Conceptual Evaluation (FMCE) was developed by Thornton and Sokoloff (1998).
• FMCE was designed to probe students understanding of force and motion.
• 46 items
Questions for Pilot Studies
• What are Thai student expectations toward learning physics?
• What are the relationships between student expectations and their physics learning?
• What are the student expectations after a physics course?
• What are the student expectations after an active learning?
Pilot studies
• Student expectations toward learning physics
• Correlations between student expectations and their learning
• Student expectations after a traditional physics course
• Student expectations after an active learning
Student expectations toward learning physics
Part 1
MPEX
First-Year students
High-School students
Student Expectations
Student expectations toward learning physics
Overall
Independence
Coherence
Concepts
Reality
Link
Math
LinkEffort
FY 34 19 23 24 44 31 48
HS 27 24 14 14 34 18 43
Percentage (%) of students giving Favorable responses on MPEX survey 2006.
Part 1
Student expectations toward learning physics
Overall
Independence
Coherence
Concepts
Reality
Link
Math
LinkEffort
FY 34 19 23 24 44 31 48
HS 27 24 14 14 34 18 43
Percentage (%) of students giving Favorable responses on MPEX survey 2006.
Part 1
Student expectations toward learning physics
Redish et al., 1998
%
%
Part 1
FY
FY
Correlations between student expectations and their learning
Part 2
MPEX/FMCE
First-Year Students
Student Expectations/Conceptual learning Outcomes
FMCE
Pre-test
Post-test
Correlations between student expectations and their learning
Expectation clusters
Correlations of expectations with
FMCE gains (p-value)
Overall 0.31 (0.0001)
Independence 0.22 (0.002)
Coherence 0.29 (0.0001)
Concepts 0.21 (0.003)
Reality Link 0.22 (0.002)
Math Link 0.24 (0.0006)
Effort -0.05 (0.48)
Part 2
Correlations between student expectations and their learning
Part 2
% FAV
Student expectations after a physics course
Part 3
MPEX
Student Expectation Changes
MPEX
Pre-test
Post-test
High-School Students (A
traditional class)
Student expectations after a physics course
Overall
Independence
Coherence
Concepts
RealityLink
MathLink
Effort
Pre 32 21 18 13 42 20 50
Post 27 16 12 11 32 13 50
Percentage (%) of high-school students giving favorable responses on MPEX survey before and after a physics course 2007.
Part 3
Student expectations after a physics course
Overall
Independence
Coherence
Concepts
RealityLink
MathLink
Effort
Pre 32 21 18 13 42 20 50
Post 27 16 12 11 32 13 50
Percentage (%) of high-school students giving favorable responses on MPEX survey before and after a physics course 2007.
Part 3
Student expectations after an active learning
Part 4
2 STATEMENTS
High-School Students (An active
learning class)
Student Expectation Changes
Pre-test
Post-test2 STATEMENTS
MPEX
Student expectations after an active learning
# 1: Physics has a relation to the real world.# 2: Leaning physics helps me understand
situations in my everyday life.
Part 4
Student expectations before an active learning
# 1: Physics has a relation to the real world.
Part 4
Student expectations after an active learning
# 1: Physics has a relation to the real world.
Part 4
Student expectations before an active learning
# 2: Leaning physics helps me understand situations in my everyday life.Part 4
Student expectations after an active learning
# 2: Leaning physics helps me understand situations in my everyday life.Part 4
Preliminary Results
• Thai student had more novice-like expectations.
• Student expectations were changed to be more novice-like after a physics course.
• Positive correlations between student expectations and their conceptual learning were found.
• Student expectations are important factor affecting their learning
Research Questions
• What are Thai student expectations toward learning physics?
• Can Reality Physics Teaching (RPT) improve the student expectations in the Reality Link cluster?
• What are relationships between the student expectations and their physics learning?
Research Objectives
• To investigate Thai student expectations toward learning physics.
• To design Reality Physics Teaching (RPT) for improving student Reality Link expectations toward learning physics.
• To study relationships between the student expectations and their physics learning outcomes.
Research Hypotheses
• Students who have more sophisticated expectations toward learning physics learn physics better than others.
• Reality Physics Teaching (RPT) can be used to improve student Reality Link expectations toward learning physics.
Research Methodology
• Phase 1 Student expectations and Conceptual learning Investigation
• Phase 2 Design Reality Physics Teaching
• Phase 3 Reality Physics Teaching Evaluation
Investigate Thai student expectations and their
conceptual learning
Find the relationships between student expectations and their
conceptual learning
PHASE 1
Phase 1 Student expectations and Conceptual learning Investigation
Design Reality Physics Teaching (RPT) for improving student Reality
Link expectations
Determine student expectation changes
Use the RPT to teach students in order to improve their expectations
Redesig
n RPT
if No improvement in expectation
s
Phase 2 Design Reality Physics Teaching
PHASE 2
Reality Physics Teaching (RPT)
• RPT focus on Kinematics• Goals of Reality Physics Teaching
– Improve expectations about Reality Link
– Improve conceptual understanding– Connect classroom learning with real-
word experience
Reality Physics Teaching (RPT)
• Principle for RPT: each lesson plan includes activities that
– engage students to join in interactive learning– provide activities that invite students to
construct their own understanding about physics concepts
– help students modify their common conceptions about physical phenomena that make it difficult for them to understand general principle of physics
– connect real word experience with classroom learning
– provide opportunities for class discussion of student ideas and findings
An Example of RPT Activities
RPT : SPEEDRPT : SPEED
An Example of RPT Activities
• 4-5 students were grouped.• The student groups were asked to find how
fast people or animals move.• The students find the answer using the
provided instrument.– A Timer– A Measuring Tape– A Sheet of Paper
• The students present their method and results.
• All of them have time for discussion • The students conclude how to find speed of
things.
An Example of RPT Activities
An Example of RPT Activities
An Example of RPT Activities
An Example of RPT Activities
An Example of RPT Activities
Find the relationship between student expectation changes and
their conceptual learning and Evaluate RPT
Outcome: RPT for improving Reality Link expectations
Determine student expectation changes
Use the RPT to teach students in order to improve their Reality Link
expectations
Phase 3 Reality Physics Teaching Evaluation
PHASE 3
Expected Outcomes
• RPT learning unit• RPT teaching medias • More understanding about the
impact of student expectations on their conceptual learning
Expected Outcomes
Research Plan
Completed Work
• Student Expectations in First-year Physics Course presented at SPC 2007
• The Comparison between Teacher and Student Expectations in Learning Physics presented at STT 2007
• Student Expectations after a Physics Course : A Case Study from 39 High-School Students presented at ICASE 2007
• Finding Negative Correlation between Student Effort Expectations and Their Learning in Introductory Physics submitted to Physical Review Special Topics – Physics Education Research