Jeffrey Marx

Evaluating innovation in studio physics

In 1993, Rensselaer introduced the first Studio Physics course. Two years later, the Force Concept Inventory (FCI) was used to measure the conceptual learning gain 〈g〉 in the course. This was found to be a disappointing 0.22, indicating that Studio Physics was no more effective at teaching basic Newtonian concepts than a traditional course. Our study verified that result, 〈gFCI,98〉=0.18±0.12 (s.d.), and thereby provides a baseline measurement of conceptual learning gains in Studio Physics I for engineers. These low gains are especially disturbing because the studio classroom appears to be interactive and instructors strive to incorporate modern pedagogies. The goal of our investigation was to determine if incorporation of research-based activities into Studio Physics would have a significant effect on conceptual learning gains. To measure gains, we utilized the Force Concept Inventory and the Force and Motion Conceptual Evaluation (FMCE). In the process of pursuing this goal, we verified the effectiveness...

What Factors Really Influence Shifts in Students’ Attitudes and Expectations in an Introductory Physics Course?

To gauge the impact of instruction on students’ general expectations about physics and their attitudes about problem solving, we administered two different, but related, survey instruments to students in the first semester of introductory, calculus‐based physics at McDaniel College. The surveys we used were the Maryland Physics Expectation Survey (MPEX) and the Attitudes about Problem Solving Survey (APSS). We found that the McDaniel College students’ overall responses were more “expert‐like” post‐instruction: on the MPEX, the students’ Overall agree/disagree score started at 59/18 and ended at 63/17, and on the APSS, the students’ agreement‐score went from 63 to 79. (All scores are out of 100%.) All of the students to whom we administered the MPEX and a significant sub‐group to whom we administered the APSS realized these improvements without experiencing any explicit instructional intervention in this course aimed toward improving attitudes and expectations. These results contrast much of the previously...

Attitudes Toward Problem Solving as Predictors of Student Success

The survey of attitudes towards, and views of, problem solving that is presented here is still under development. It is part of a larger project to develop an assessment of student problem solving ability in introductory physics. The survey is intended for use in a manner similar to the Maryland Physics Expectation Survey (MPEX). That is, it is given to students pre‐ and post‐instruction. Student responses are evaluated in comparison to the answers given by “experts”. Post‐instruction movement of student responses toward those given by the “experts” is considered to be improvement. This paper presents the survey questions, expert responses and discusses responses of several hundred students at three different institutions. Correlations between student survey results and grades, conceptual survey scores and instructor evaluation of student problem solving ability are presented. The goal is to begin to probe whether student attitudes toward problem solving are correlated to success on other metrics.

Beta‐Test Data On An Assessment Of Textbook Problem Solving Ability: An Argument For Right/Wrong Grading?

We have developed an assessment of students’ ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers the topics of force and motion, conservation of momentum and conservation of energy at a level consistent with most calculus‐based, introductory physics courses. This tool is discussed in more detail in an accompanying paper by Marx and Cummings. [1] Here we present preliminary beta‐test data collected at four schools during the 2009/2010 academic year. Data include both pre‐ and post‐instruction results for introductory physics courses as well as results for physics majors in later years. In addition, we present evidence that right/wrong grading may well be a perfectly acceptable grading procedure for a course‐level assessment of this type.

The Effect of Initial Conditions and Discussion on Students’ Predictions for Interactive Lecture Demonstrations

Over the past eight years at McDaniel College, students’ Predictions for various Interactive Lecture Demonstrations (ILDs) have improved markedly. One explanation is that students have become increasingly sophisticated in their understanding of kinematics and dynamics. Another possible explanation is that the class as a whole is only slightly more sophisticated, and during the Discussion Phase of the ILD the correct Predication is very successfully transmitted within groups and between groups. The purpose of this paper is to support the proposition of this possible explanation. To begin to address this idea, I present an overview of and results from a preliminary, computer‐based simulation of classroom discussion.

Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science

We investigated general science students’ attitudes regarding the acquisition of scientific knowledge and the nature of science by administering a 32‐item attitudinal survey. To assemble a representative array of epistemological attitudes at our institution and to determine the impact of instruction, we administered this survey to over 250 students from 19 sections of three general science courses. We characterized the instructional styles for each course using three broad categories: Traditional, Transitional, and Learning‐centered. This paper focuses on the impact those different instructional styles had on students’ epistemological beliefs.

Helping Students Connect Science Coursework to the "Real World"

It is fundamentally important to help students connect the material they learn in their science courses to the world they encounter outside the classroom. In this preliminary report, we describe how we facilitated such connections in our undergraduate students by creating materials for a First‐year Seminar course, The Earth (a non‐science‐majors course). The materials included specific in‐class, small‐group discussion questions; talking points in lecture; and a journal where students recorded their observations of the natural world. Our analysis indicated that we improved our students’ attitudes and beliefs about how their coursework relates to the real world, and these improvements were better than those of students with similar experiences but who were not exposed to the additional, tailored course materials.