David R. Sokoloff

Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula

In this paper, we describe the Force and Motion Conceptual Evaluation, a research-based, multiple-choice assessment of student conceptual understanding of Newton’s Laws of Motion. We discuss a subset of the questions in detail, and give evidence for their validity. As examples of the application of this test, we first present data which examine student learning of dynamics concepts in traditional introductory physics courses. Then we present results in courses where research-based active learning strategies are supported by the use of microcomputer-based (MBL) tools. These include (1) Tools for Scientific Thinking Motion and Force and RealTime Physics Mechanics laboratory curricula, and (2) microcomputer-based Interactive Lecture Demonstrations. In both cases, there is strong evidence, based on the test, of significantly improved conceptual learning.

Learning motion concepts using real‐time microcomputer‐based laboratory tools

Microcomputer‐based laboratory (MBL) tools have been developed which interface to Apple II and Macintosh computers. Students use these tools to collect physical data that are graphed in real time and then can be manipulated and analyzed. The MBL tools have made possible discovery‐based laboratory curricula that embody results from educational research. These curricula allow students to take an active role in their learning and encourage them to construct physical knowledge from observation of the physical world. The curricula encourage collaborative learning by taking advantage of the fact that MBL tools present data in an immediately understandable graphical form. This article describes one of the tools—the motion detector (hardware and software)—and the kinematics curriculum. The effectiveness of this curriculum compared to traditional college and university methods for helping students learn basic kinematics concepts has been evaluated by pre‐ and post‐testing and by observation. There is strong eviden...

RealTime Physics: active learning labs transforming the introductory laboratory

Computer-based tools that enable students to collect, display and analyse data in real time have catalysed the design of a laboratory curriculum that allows students to master a coherent body of physics concepts while acquiring traditional laboratory skills. This paper describes RealTime Physics, a sequenced introductory laboratory curriculum that is based on the results of physics education research, and uses computer-based tools to facilitate student learning.

Active learning in optics and photonics: experiences in Africa

The UNESCO Active Learning in Optics and Photonics project is designed for the benefit of teachers of introductory university physics from developing countries. Initial implementation has taken place in two African nations, Ghana and Tunisia. The training curriculum includes student materials to teach topics in geometrical and physical optics in an active way with a high level of student involvement in the learning process. The curriculum makes use of simple, inexpensive materials. A conceptual learning assessment instrument is being developed as part of the project. Follow-up activities are planned. Experiences of the international group of workshop trainers are reported.

Teaching Electric Circuit Concepts Using Microcomputer-Based Current/Voltage Probes

A number of researchers have reported on the difficulties students have with simple electric circuit concepts. This paper reports on the use of microcomputer-based Current/Voltage probes in conjunction with a highly interactive Electric Circuit curriculum to teach these concepts in the introductory college physics laboratory. An Electric Circuit Conceptual Evaluation has been developed and has been used to assess student understanding of circuit concepts. The results of pre- and post-testing show dramatic gains in student understanding of current and voltage in simple series and parallel direct current circuits1.

Active Learning Strategies for Introductory Light and Optics

There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among the characteristics of these curricula are: (1) use of a learning cycle in which students are challenged to compare predictions—discussed with their peers in small groups—to observations of the physical world, (2) use of guided hands-on work to construct basic concepts from observations, and (3) use of computer-based tools. It has been possible to change the lecture and laboratory learning environments at a large number of universities, colleges, and high schools without changing the structure of the introductory course. For example, in the United States, nearly 200 physics departments have adopted RTP, and many others use pre-publication, open-source versions or h...

Workshop Physics and Related Curricula: A 25-Year History of Collaborative Learning Enhanced by Computer Tools for Observation and Analysis

This article describes the 25-year history of development of the activity-based Workshop Physics (WP) at Dickinson College, its adaptation for use at Gettysburg Area High School, and its synergistic influence on curricular materials developed at the University of Oregon and Tufts University and vice versa. WP and these related curricula: 1) are based on Physics Education Research (PER) findings and are PER-validated; 2) feature active, collaborative learning; and 3) use computer-based tools that enable students to learn by making predictions and then collecting, displaying, and analyzing data from their experiments.

Active learning of introductory optics: interactive lecture demonstrations and optics magic tricks

Abstract: Widespread physics education research has shown that most introductory physics students have difficulty learning essential optics concepts—even in the best of traditional courses, and that a well-designed active learning approach can remedy this. This active presentation will provide direct experience through audience participation with methods for promoting active involvement of students in the learning process. The focus will be on Interactive Lecture Demonstrations (ILDs)1,2—a learning strategy for large (and small) lectures, including the use of special Optics Magic Tricks. Sample ILD materials and instructions on how to do the tricks will be distributed.

Image Formation Interactive Lecture Demonstrations Using Personal Response Systems

The results of physics education research and the availability of microcomputer‐based tools have led to the development over a number of years of the activity‐based Physics Suite. Most of the Suite materials are designed for hands‐on learning, for example student‐oriented laboratory curricula like Real Time Physics. One reason for the success of these materials is that they encourage students to take an active role in their learning. More recently, personal response systems (clickers) have become available at many schools and universities around the world, and are used by many educators. This paper describes Suite materials designed to promote active learning in lecture—Interactive Lecture Demonstrations (ILDs)—that have been adapted for implementation with clickers. Image formation ILDs will be presented. Results of studies on the effectiveness of this approach will also be presented.

Matter, energy and life—physics in an interdisciplinary general education science course

For the past six years, freshman nonscience students at The University of Michigan–Dearborn have been introduced to the sciences through a unique, one‐year, integrated, interdisciplinary, team‐taught course, ’’Matter, Energy and Life.’’ The principal objective of the course is to develop the scientific literacy of the students and to prepare them to deal with the scientific problems they will face as citizens. Physics principles represent an essential component of the course, and are integrated into both lectures and laboratory exercises. Experience with this approach, and both peer and student evaluations, have shown its effectiveness in generating student interest in the sciences.