Elby, Am J Phys PER Suppl (2001)

Helping students learn how to learn

A. Elby, American Journal of Physics, Physics Education Research Supplement, 69(7), S54-S64 (2001). (html version)

Abstract: Students' “epistemological” beliefs—their views about the nature of knowledge and learning—affect how they approach physics courses. For instance, a student who believes physics knowledge to consist primarily of disconnected facts and formulas will study differently from a student who views physics as an interconnected web of concepts. Unfortunately, previous studies show that physics courses, even ones that help students learn concepts particularly well, generally do not lead to significant changes in students' epistemological beliefs. This paper discusses instructional practices and curricular elements, suitable for both college and high school, that helped students develop substantially more sophisticated beliefs about knowledge and learning, as measured by the Maryland Physics Expectations Survey (MPEX) and by the Epistemological Beliefs Assessment for Physical Science.

Bao & Redish, UMD preprint (2001)

Model Analysis: Assessing the Dynamics of Student Learning

L. Bao & E. F. Redish, University of Maryland preprint (Mar 2001).

Abstract: In this paper we present a method of modeling and analysis that permits the extraction and quantitative display of detailed information about the effects of instruction on a class’s knowledge. The method relies on a cognitive model of thinking and learning that represents student thinking in terms of patterns of association in long-term memory structures that we refer to as schemas or mental models. As shown by previous research, students frequently fail to recognize relevant conditions that lead to appropriate uses of their mental models and, as a result, can use multiple models inconsistently to treat problems that appear equivalent to an expert. Once the most common mental models have been determined via qualitative research, they can be mapped onto probing instruments such as a multiple-choice test. We have developed Model Analysis to analyze the results of these instruments that treats the student as if he/she were in a mixed state – a state which, when probed with a set of scenarios under diverse contextual settings, gives the probability that the student will choose a particular mental model to analyze the scenario. We illustrate the use of our method by analyzing results from the Force Concept Inventory, a research-based multiplechoice instrument developed to probe student’s conceptual understanding of Newtonian Mechanics in a physics class. Model Analysis allows one to use qualitative research results to provide a framework for analyzing and interpreting the meaning of students’ incorrect responses on a well-designed research-based multiple-choice test. These results can then be used to guide instruction, either for an individual teacher or for developers of reform curricula.

Redish & Steinberg, Physics Today (1999)

Teaching physics: Figuring out what works

E. F. Redish & R. N. Steinberg, Physics Today, 52, p 24-30 (Jan 1999). (html version)

Steinberg, Wittmann & Redish, ICUPE AIP (1996)

Mathematical Tutorials in Introductory Physics

R. N. Steinberg, M. C. Wittmann & E. F. Redish, Sample class, presented at The International Conference on Undergraduate Physics Education (ICUPE), College Park, MD (July 31 - August 3, 1996) Proceedings to be published by the American Institute of Physics, E. Redish & J. Rigden (Eds.) (html version)

Abstract: Students in introductory calculus-based physics not only have difficulty understanding the fundamental physical concepts, they often have difficulty relating those concepts to the mathematics they have learned in math courses. This produces a barrier to their robust use of concepts in complex problem solving. As a part of the Activity-Based Physics project, we are carrying out research on these difficulties and are developing instructional materials in the tutorial framework developed at the University of Washington by Lillian C. McDermott and her collaborators. In this paper, we present a discussion of student difficulties and the development of a mathematical tutorial on the subject of pulses moving on strings.

Redish, Didaktik der Physik (1996)

New Models of Physics Instruction Based on Physics Education Research

E. F. Redish, Vortraege, Deutsche Physikalishe Gesellschaft, Didaktik der Physik, 60. Physikertagung, K. H. Lotze (ed), p 51-65, Jena, Germany (March 1996). (html version)

Abstract: During the past fifteen years, physics education research has taught us many surprising things about the difficulties introductory university students have in learning physics. At the same time, the ongoing revolution in information technology has led to new tools for creating innovative educational environments. In response to these two developments, a wide variety of new models of physics instruction are beginning to appear. We review some of the findings of physics education research, putting them into the context of a theory of thinking and learning. Some of the most promising instructional models currently being developed in the US are discussed.

Redish, Saul & Steinberg, Am J Phys (1997)

On the Effectiveness of Active-Engagement Microcomputer-Based Laboratories

E. F. Redish, J. M. Saul & R. N. Steinberg, Am J Phys, 65, p 45-54 (Jan 1997). (html version)

Abstract: One hour active-engagement tutorials using microcomputer based laboratory (MBL) equipment were substituted for traditional problem-solving recitations in introductory calculus-based mechanics classes for engineering students at the University of Maryland. The results of two specific tutorials, one on the concept of instantaneous velocity and one on Newton's third law were probed by using standard multiple-choice questions and a free-response final exam question. A comparison of the results of eleven lecture classes taught by six different teachers with and without tutorials shows that the MBL tutorials resulted in a significant improvement compared to the traditional recitations when measured by carefuly designed multiple choice problems. The free-response question showed that, although the tutorial students did somewhat better in recognizing and applying the concepts, there is still room for improvement.

Redish & Wilson, American Journal of Physics (1993)

Student Programming in the Introductory Physics Course: M.U.P.P.E.T. 

E. F. Redish & J. M. Wilson, American Journal of Physics, 61, 222 (1993). (html version)

Abstract: Since 1983, the Maryland University Project in Physics and Educational Technology (M.U.P.P.E.T.) has been investigating the implication of including student programming in an introductory physics course for physics majors. Many significant changes can result. One can rearrange some content to be more physically appropriate, include more realistic problems, and introduce some contemporary topics. We also find that one can begin training the student in professional research-related skills at an earlier stage than is traditional. We learned that the inclusion of carefully considered computer content requires an increased emphasis on qualitative and analytic thinking.