Richard N. Steinberg

Student Expectations in Introductory Physics.

Students’ understanding of what science is about, how it is done, and their expectations as to what goes on in a science course, can play a powerful role in what they get out of introductory college physics. In this paper, we describe the Maryland Physics Expectations survey; a 34-item Likert-scale (agree–disagree) survey that probes student attitudes, beliefs, and assumptions about physics. We report on the results of pre- and post-instruction delivery of this survey to 1500 students in introductory calculus-based physics at six colleges and universities. We note a large gap between the expectations of experts and novices and observe a tendency for student expectations to deteriorate rather than improve as a result of the first term of introductory calculus-based physics.

On the effectiveness of active-engagement microcomputer-based laboratories

One hour active-engagement tutorials using microcomputer-based laboratory (MBL) equipment were substituted for traditional problem-solving recitations in introductory calculus-based mechanics classes for engineering students at the University of Maryland. The results of two specific tutorials, one on the concept of instantaneous velocity and one on Newton’s third law were probed by using standard multiple-choice questions and a free-response final exam question. A comparison of the results of 11 lecture classes taught by six different teachers with and without tutorials shows that the MBL tutorials resulted in a significant improvement compared to the traditional recitations when measured by carefully designed multiple-choice problems. The free-response question showed that, although the tutorial students did somewhat better in recognizing and applying the concepts, there is still room for improvement.

Teaching Physics: Figuring out What Works

Physics faculty members often come away from teaching college‐level introductory courses deeply dismayed about how little their students have learned. The growing importance of having a workforce that is literate in science and technology makes this situation more than an academic problem.

Computers in teaching science: To simulate or not to simulate?

Do computer simulations help students learn science? How can we tell? Are there negative implications of using simulations to teach students about real world phenomena? In this paper I describe my experience using a computer simulation on air resistance. In order to parse out the effects of using the computer simulation and of having an interactive learning environment, I compare two classes which both had interactive learning environments. One class used the simulation and the other class used only a set of paper and pencil activities. In the two different learning environments, there appears to be differences in how students approached learning. However, student performance on a common exam question on air resistance was not significantly different.

An investigation of student understanding of single-slit diffraction and double-slit interference

Results from an investigation of student understanding of physical optics indicate that university students who have studied this topic at the introductory level and beyond often cannot account for the pattern produced on a screen when light is incident on a single or double slit. Many do not know whether to apply geometrical or physical optics to a given situation and may inappropriately combine elements of both. Some specific difficulties that were identified for single and double slits proved to be sufficiently serious to preclude students from acquiring even a qualitative understanding of the wave model for light. In addition, we found that students in advanced courses often had mistaken beliefs about photons, which they incorporated into their interpretation of the wave model for matter. A major objective of this investigation was to build a research base for the design of a curriculum to help students develop a functional understanding of introductory optics.

Making sense of how students make sense of mechanical waves

We have investigated student difficulties with mechanical waves and used the idea of mental models to organize our findings. Mental models describe the analogies and guidelines used to come to understand a topic. We find that individual students use both correct and incorrect mental models to make sense of a single physical situation.

Development of a computer‐based tutorial on the photoelectric effect

An investigation conducted after standard lecture instruction in a sophomore‐level modern physics course revealed that many students were unable to interpret the photoelectric experiment in terms of the photon model for light. Findings from this research were used to guide the development of an interactive computer‐based tutorial to address the conceptual and reasoning difficulties that were identified. The primary instructional strategy used in the tutorial is the drawing and interpretation of graphs of current versus voltage for the circuit in the experiment. The program has been used both as an aid to instruction and as a probe to obtain additional information about the nature, prevalence, and persistence of specific difficulties. Analysis of student performance on examination problems on the photoelectric experiment indicates that those who have worked through the tutorial make fewer errors and give better explanations than those who have not had this experience. This result suggests that the intellectual engagement required by the program helps students improve their understanding of the photoelectric effect.

Understanding and affecting student reasoning about sound waves

Student learning of sound waves can be helped through the creation of group-learning classroom materials whose development and design rely on explicit investigations into student understanding. We describe reasoning in terms of sets of resources, i.e. grouped building blocks of thinking that are commonly used in many different settings. Students in our university physics classes often used sets of resources that were different from the ones we wish them to use. By designing curriculum materials that ask students to think about the physics from a different view, we bring about improvement in student understanding of sound waves. Our curriculum modifications are specific to our own classes, but our description of student learning is more generally useful for teachers. We describe how students can use multiple sets of resources in their thinking, and raise questions that should be considered by both instructors and researchers.

Investigating student understanding of quantum physics: Spontaneous models of conductivity

Students are taught several models of conductivity, both at the introductory and the advanced level. From early macroscopic models of current flow in circuits, through the discussion of microscopic particle descriptions of electrons flowing in an atomic lattice, to the development of microscopic nonlocalized band diagram descriptions in advanced physics courses, they need to be able to distinguish between commonly used, though sometimes contradictory, physical models. In investigations of student reasoning about models of conduction, we find that students often are unable to account for the existence of free electrons in a conductor and create models that lead to incorrect predictions and responses contradictory to expert descriptions of the physics. We have used these findings as a guide to creating curriculum materials that we show can be effective helping students to apply the different conduction models more effectively.

Mathematical tutorials in introductory physics

Students in introductory calculus-based physics not only have difficulty understanding the fundamental physical concepts, they often have difficulty relating those concepts to the mathematics they have learned in math courses. This produces a barrier to their robust use of concepts in complex problem solving. As a part of the Activity-Based Physics project, we are carrying out research on these difficulties and are developing instructional materials in the tutorial framework developed at the University of Washington by Lillian C. McDermott and her collaborators. In this paper, we present a discussion of student difficulties and the development of a mathematical tutorial on the subject of pulses moving on springs.