Multiyear, multi-instructor evaluation of a large-class interactive-engagement curriculum

Abstract

Interactive-engagement (IE) techniques consistently enhance conceptual learning gains relative to traditional-lecture courses, but attitudinal gains typically emerge only in small, inquiry-based curricula. The current study evaluated whether a "scalable IE" curriculum-a curriculum used in a large course (∼130 students per section) and likely adoptable by a wide range of physics departments-could produce significant attitudinal benefits relative to a traditional-lecture curriculum. This study included data across three years, 10 instructors, over 30 sections, and over 1100 students, and our analytic strategy allowed us to isolate the effects that were due to the curriculum itself rather than other potential factors such as instructor differences or preexisting differences among students. Results revealed that our Active-Physics curriculum, which is based on Moore's Six Ideas That Shaped Physics, produced significant attitudinal and conceptuallearning benefits relative to our traditional-lecture physics curriculum. Further, the Active-Physics curriculum, for the most part, benefitted males and females equally, and relative to the Fall semester alone, the benefits of Active Physics became more robust when viewed across the entire two-semester sequence of introductory physics. Our data highlight that some (though not all) of the attitudinal benefits of small, inquiry-based courses may be achievable in larger course with scalable IE curricula that can potentially reach a large proportion of introductory physics students.

Gender fairness within the Force Concept Inventory

“…However, these results have been inconsistent; other results show no reduction of the gender gap in classrooms using active engagement [37][38][39]. A great deal of work remains to be done in this area, and it is likely to require detailed qualitative data collection and analyses that are substantially more time consuming to conduct than pre-and post conceptual inventory measures.…”

“…It seems possible that the gender gap closes for interactive courses only if they produce superior learning outcomes, measured by FCI post-test scores. This could explain the inconsistent relationship between interactive instruction and lowering the gender gap [34][35][36][37][38][39].…”

“…Some studies have suggested that more interactive teaching methods lower the gender gap [34][35][36]; however, this effect has not been consistently reproduced [37][38][39]. Some research-based instructional methods were employed in the lecture portions of Samples 2 and 3, while Sample 1 combined a traditional lecture with an interactive, inquirybased laboratory experience.…”

Assessing Learning Gains

“…Similar studies were undertaken by other teams of researchers [23,24] who also used standardised test in the beginning and end of a semester to capture students' learning gains. These studies reported students making low to moderate learning gains during the limited time of one semester.…”

Innovations in Physics Education: Impact of Inquiry-based Laboratory Format on Students’ Perceptions and Learning Gains

“…Physics education is undergoing a transformation; a paradigm shift from traditional teaching styles to interactive-engagement, activity-based, and inquiry-based (IB) methods (Cahill et al, 2014;Pollock & Finkelstein, 2014;Thacker, Dulli, Pattillo, & West, 2014;Yoder & Cook, 2014;Lindsey, Hsu, Sadaghiani, Taylor, & Cummings, 2012;Etkina, Murthy, & Zou, 2006;Hake, 1998). This change is based on a continually expanding body of research, which supports the hypothesis that more "hands-on" and interactive approaches, such as IB physics instruction, improve students' understanding and retention of physics concepts.…”