Teresa Larkin-Hein

Research on learning style: applications in the physics and engineering classrooms

Several approaches to teaching undergraduate physics and engineering students using both the Dunn and Dunn and the Kolb learning style models are discussed. The Dunn and Dunn learning style model is employed with nonmajors enrolled in introductory physics at American University and the Kolb learning style model is employed with freshman engineering students at Purdue University. The basic elements of these two learning style models are compared and contrasted. Teaching approaches that have been successful with these two distinctly different populations of students are shared. These approaches can easily be adapted for use by educators in other branches of computing as well as science, mathematics, engineering and technology education.

Physics+writing=enhanced learning?

During the fall 2000 semester, a joint study was undertaken between the Physics and Literature Departments at American University. The study involved the linking of an introductory physics class for nonmajors in the liberal arts with an introductory college writing class. One goal of the study was to provide more content-specific writing assignments within the college writing class by linking them to material being covered in the physics class. The writing assignments given in both classes formed the basis of the data collected during the study. The underlying questions involved the assessment of student learning in physics as well as in college writing. The primary research questions were: (1) could this course linkage serve to enhance student motivation to think more deeply and critically about the physics-specific content they were writing about in each class? (2) If so, could this enhanced motivation be linked to increased student understanding in physics? In this paper, highlights of the curricula developed for the linked classes is provided along with a summary of the data collected. In addition, results related to the assessment of student learning in physics is presented. This study should have broad-based applications for other educators within the domains of SMET education, particularly those interested in integrated curricula.

Constructing knowledge networks in middle school classrooms: an integrated approach

Providing opportunities for K-12 educators to further their use and understanding of current technologies in the classroom has never been more important than it is at present. This paper explores ways that university faculty members can work with K-12 educators with relevant information and hands-on experiences to develop and enhance their use of technology in the middle school classroom. An interactive workshop for 15 middle school teachers provided for a model by which participating teachers could experience constructivist teaching and learning strategies first-hand. Throughout the workshop, teams of teachers worked to prepare an integrated, technology-based lesson using materials from science, mathematics, as well as the language arts. Highlights of the curriculum developed for the workshop are presented and results of a questionnaire given to the teachers are shared. Finally, observations made by the workshop leaders are discussed in order to assist other university faculty interested in modeling a similar program for K-12 teachers.