Contact Michael Rogers
We are currently offering all of our introductory physics courses in this room except for sections serving as control sections for our National Science Foundation funded physics education research project. Our major work is looking at general education astronomy and algebra-based physics for physical therapy majors.
http://www.ithaca.edu/hs/depts/physics/deptinfo/pbp/
The Ithaca College performance-based physics laboratory is a SCALE-UP inspired room with 11 round tables, each 6 1/2 feet in diameter. Each table seats 9 students (for a total capacity of 99), has three Apple laptop computers, nine headphone jacks, and has a dedicated 10.5 foot wide equipment (mostly Pasco) cabinet whose sliding doors double as white boards for student use during problem solving sessions. There are two pull-down projection screens on each of the four walls where eight LCD projectors relay information from computers, a document camera, or AV equipment at the instructor station using a Crestron Isys touch panel. The two screens may have different inputs displayed simultaneously. We also have two cameras mounted on the ceiling that project notes written on the 10-foot-long white boards or project a demonstration. The room can be divided by a sliding wall into one 3-table room and one 8-table room so that two smaller classes may use the facility simultaneously. Each side of the room has an instructors console that takes control of that room when the manual partition is closed.
We are currently using the room for our year long algebra-based introduction to physics and calculus-based principles of physics classes, and our general education Solar System Astronomy, “Stars, Galaxies, and the Universe”, Power: Energy Options for a Global Society, Earth: Evolution of a Habitable World.
We are in year two of a three-year-long National Science Foundation funded research project looking at learning gains using pedagogical approaches facilitated by the SCALE-UP room compared to traditional lecture hall approachs. Our algebra-based introduction to physics, Solar System Astronomy, and “Stars, Galaxies, and the Universe” are being offered in two sections with one section in the Performance-based Physics Laboratory and the other in a lecture hall with both sections using the same assessment instruments. Our algebra-based physics class has an interesting student population with approximately 120 students out of 140 being physical therapy majors with approximately 80% of them being female.
During year one we did not implement new pedagogical approaches to establish a baseline for the project. Student performance on assessment instruments (Force concept inventory, homework exercises, laboratory reports, classroom participation, and exams) suggests that both sections performed at the same level and roughly at the same level as previous offerings of the course in the traditional format. This tells us that the new classroom does not have an adverse effect on student learning and we are ready to proceed with the study.
Examination of student responses to end-of-course questionnaires suggest students in the SCALE-UP section perceive the course and instructor more favorably. Informal conversations with faculty yield a wide-range of comfort teaching in the new space. The âtheater-in-the-roundâ feel with students looking at the many screens instead of the instructor was uncomfortable for several faculty.
Faculty using presentation software were frustrated when trying to use their laser pointers [due to the need to point to many screens]. Touch sensitive annotation has been added to the Isys panel to replace laser pointers. We are also testing wireless tablets and tablet PCs to allow faculty to move freely around the room while teaching.
The round tables and full schedule of classes using the new facility made exam security an unexpected challenge. We are testing light and removable study-carol style walls that give students the privacy they need while seating the room at full capacity.
Project Goals & Objectives with a Summary of Results To Date
⢠Increase student conceptual knowledge of physics and astronomy for both majors and non-majors
With the use of student polling devices and an explicit focus on developing conceptual knowledge we see no significant increase in student conceptual knowledge of physics and astronomy in our performance-based physics courses. It is important to note that we donât see a decrease in student conceptual knowledge indicating that the new learning space is not negatively effecting learning. Implementation of tutorials and other successful active learning methods in the performance-based physics sections are planned for 2008-2009. We also plan on using a âfiner grainâ assessment plan by pre-testing and post-testing specific topics.
⢠Develop student problem solving skills and ability.
The use of Context Rich Problems developed by the University of Minnesota Physics Education Research group have worked well in our calculus-based principles of physics class, but are not effective (or liked by students) in our algebra-based introduction to physics class. The introduction of in class exercises and group activities in astronomy have placed a larger emphasis on problem solving, but result in no significant difference in problem solving skills demonstrated on exams. A more comprehensive approach to teaching problem solving in astronomy is planned for 2008-2009.
⢠Increase student understanding and appreciation of the nature of science as a way of learning about the natural world and as the basis for our technological society.
Much of our current efforts have focused on developing a deeper understanding and appreciation of the nature of science. Our performance-based physics courses allocate class time for specific discussions of the nature of science to include the tentative nature of science, creativity in science, and uncertainties. These discussions are tied to activities that reinforce student understanding and application of the nature of science. We are not satisfied with our current assessment of student appreciation of the nature of science due to the lack of an appropriate instrument. Future work may focus on creating a better assessment instrument for our (and others) needs.
⢠Create a technology-rich classroom that enhances active learning and experimentation simultaneously with conceptual understanding of physics and astronomy.
Our technology-rich classroom is up and running. Ongoing assessment will determine if this environment facilitates enhancement of conceptual understanding of physics and astronomy.
⢠Create curriculum materials that help us meet these goals and that other physics and astronomy educators can use.
At the midpoint of our three year long project we have developed 25 astronomy reading quizzes, 50 Clicker questions (3 per day) 15 astronomy in-class activities, 10 hypothesis driven intro physics experiments, dozens of intro physics clicker questions, and several in class activities. Current efforts are examining the effectiveness of these materials.
⢠Understand the connections between curricular innovation and changes in students conceptual knowledge of physics and astronomy.
Interviews with students and reflection logs are planned for the 2008-2009 academic year to better understand how our curricular innovations are changing students conceptual knowledge.