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Journal article
Characterizing active learning environments in physics using network analysis and classroom observations
Physical review. Physics education research, v 17(2), p020136
22 Nov 2021
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This study uses social network analysis and the classroom observation protocol for undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP, Context-Rich Problems, and Tutorials in Introductory Physics were investigated. Students in each curriculum were given a survey at the beginning and end of term, asking them to self-identify peers with whom they had meaningful interactions in class. Every curriculum showed an increase in the average number of student connections from the beginning of term to the end of term, with the largest increase occurring in Modeling Instruction, SCALE-UP, and Context-Rich Problems. Modeling Instruction was the only curriculum with a drastic change in how tightly connected the student network was. Transitivity increased for all curricula except Peer Instruction. We also spent one week per research site in the middle of the term observing courses using COPUS. From these observations, the student COPUS profiles look nearly the same for Tutorials, ISLE recitations, and Context-Rich Problems discussion sections. This is likely due to the large resolution of activities that can be coded as "other group activity," suggesting the need for a more detailed observation instrument.
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Details
- Title
- Characterizing active learning environments in physics using network analysis and classroom observations
- Creators
- Kelley Commeford - Drexel UniversityEric Brewe - Drexel UniversityAdrienne Traxler - Wright State University
- Publication Details
- Physical review. Physics education research, v 17(2), p020136
- Publisher
- Amer Physical Soc
- Number of pages
- 20
- Grant note
- DUE 1711017; 1712341 / National Science Foundation; National Science Foundation (NSF)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000742146900001
- Scopus ID
- 2-s2.0-85120624378
- Other Identifier
- 991019168457204721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Education, Scientific Disciplines