Instructional Strategies in Introductory
Description
Recent research findings in teaching and learning indicate that the “traditional” lecture-style, passive
learning model does not substantially impact the learning and understanding of most students who take
introductory physics. The research also indicates that most students enter introductory physics with alternative
conceptions to many of the basic concepts that are taught in introductory physics. For most students, passive
learning techniques generally do not replace these “misconceptions” with concepts that are more consistent with
our understanding of nature. Results from Physics Education Research PER have indicated that active learning
techniques have substantially increased student conceptual understanding, which provides a basis for problem
solving with understanding in introductory physics. This workshop will provide an overview on these efforts and
the research in problem solving. Various approaches to problem solving based on research will be presented. This
will be followed by small group work on creating sample problems that employ these approaches. This work will
be shared and critiqued by the group and workshop leaders. The advantages and weaknesses of these approaches
will also be discussed.
Organization Info: PhysicsWorkshops www.physicsworkshops.org/
Topics
Active Learning
Collaborative / Active Learning
Faculty Development
Target Audience
Four Year College/University
High School
Two Year College
Start Date
Thursday, November 08, 2007 at 8:30 AM
End Date
Saturday, November 10, 2007 at 9:30 PM
Time Zone
Eastern Standard Time (North America)