Conference proceeding
The Impacts of Modeling Physics in Upper Level Courses: The Persistence of Men and Women
2014 PHYSICS EDUCATION RESEARCH CONFERENCE, pp 219-222
01 Jan 2014
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Active-learning approaches to teaching introductory physics have been found to improve student performance and learning gains. We report on longitudinal investigations of student performance in upper level physics courses after having previously taken Modeling Instruction introductory physics courses at Florida International University. Student performance data were analyzed for academic years 2005-2014 in upper level courses including Modern Physics, Mechanics, Electromagnetism, and Quantum Mechanics. We compare how male and female students who took traditional or reformed Modeling Instruction introductory courses perform in these subsequent courses. We look for differential effects between men and women who had these two types of introductory experiences. The implications of this work for our understanding of the impacts of active-learning experiences will be discussed.
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Details
- Title
- The Impacts of Modeling Physics in Upper Level Courses: The Persistence of Men and Women
- Creators
- Idaykis Rodriguez - Florida International UniversityGeoff Potvin - Florida International UniversityEric Brewe - Florida International UniversityLaird H. Kramer - Florida International University
- Contributors
- P V Engelhardt (Editor)A D Churukian (Editor)D L Jones (Editor)
- Publication Details
- 2014 PHYSICS EDUCATION RESEARCH CONFERENCE, pp 219-222
- Series
- Physics Education Research Conference
- Publisher
- Amer Assoc Physics Teachers
- Number of pages
- 4
- Resource Type
- Conference proceeding
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000375145900053
- Other Identifier
- 991021877485404721
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InCites Highlights
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- Web of Science research areas
- Education & Educational Research
- Education, Scientific Disciplines
- Physics, Multidisciplinary