Redish, Wittmann, Bao & Steinberg, NARST Annual Meeting (1999)

The Influence of Student Understanding of Classical Physics when Learning Quantum Physics

E. F. Redish, M. C. Wittmann, L. Bao & R. N. Steinberg, Research on the Teaching and Learning of Quantum Sciences, NARST Annual Meeting, Boston, MA (1999).

Abstract: Understanding quantum mechanics is of growing importance, not just to future physicists, but to future engineers, chemists, and biologists. Fields in which understanding quantum mechanics is important include photonics, mesoscopic engineering, and medical diagnostics. It is therefore not surprising that quantum is being taught more often to more students starting as early as high school. However, quantum mechanics is difficult and abstract. Furthermore, understanding many classical concepts is prerequisite to a meaningful understanding of quantum systems.

In this paper, we describe research results of two examples of the influence of student understanding of classical concepts when learning quantum mechanics. for each example, we describe difficulties students have in the classical regime and how these difficulties seem to impair student learning of quantum concepts. We briefly discuss how these difficulties can be addressed.

Obviously the examples described in this paper are not intended to be exhaustive. Instead, we have two objectives. The first is to highlight the importance of having a strong conceptual base when learning more advanced topics in physics. The second is to illustrate the importance of continuously and systematically probing student learning by using the tools of physics education research.

Wittmann, Steinberg & Redish, Int J Sci Ed (2003)

Understanding and Affecting Student Reasoning about Sound Waves

M. C. Wittmann, R. N. Steinberg & E. F. Redish, International Journal of Science Education, 25(8), p 991-1013 (2003).

Abstract:Student learning of sound waves can be helped through the creation of group-learning classroom materials whose development and design rely on explicit investigations into student understanding. We describe reasoning in terms of sets of resources, i.e. grouped building blocks of thinking that are commonly used in many different settings. Students in our university physics classes often used sets of resources that were different from the ones we wish them to use. By designing curriculum materials that ask students to think about the physics from a different view, we bring about improvement in student understanding of sound waves. Our curriculum modifications are specific to our own classes, but our description of student learning is more generally useful for teachers. We describe how students can use multiple sets of resources in their thinking, and raise questions that should be considered by both instructors and researchers.

Sabella & Steinberg, Physics Teacher (1997)

Performance on multiple-choice diagnostics and complementary exam problems

M. S. Sabella & R. N. Steinberg, The Physics Teacher, 35(3), p 150-155 (1997). (link to journal article)

Abstract: Multiple-choice diagnostic tests are becoming increasingly popular at many levels in the physics education community. They are regularly used to assess curriculum and to measure student understanding of basic concepts. Their multiple-choice format makes them easy to implement and analyze. This has led to the great benefit of an increased awareness of students’ conceptual difficulties.

Since its publication in this journal, the Force Concept Inventory (FCI) has become extremely popular with much attention given to student scores. The FCI therefore plays a major role in the development of curriculum and instructional strategies. Despite such importance, there are only a few studies published on how student performance on the FCI correlates with their understanding of the subject matter.

In order to help physics educators interpret the results of the FCI, as well as other multiple-choice diagnostics, it is clear that further research is needed. The Physics Education Research Group at the University of Maryland has written open-ended examination problems that correspond to several FCI questions. The FCI was administered during the last week of the semester and the exam problems were included the following week on final exams of first semester introductory calculus-based physics classes at the University of Maryland. In this article, we describe the correlation between student performance on the FCI and the corresponding exam problems.

Redish, Steinberg & Wittmann, Am J Phys (2002)

Investigating student understanding of quantum physics: Spontaneous models of conductivity

E. F. Redish, R. N. Steinberg & M. C. Wittmann, Am J Phys, 70(3), p 218-226 (2002). (html version)

Abstract: Students are taught several models of conductivity, both at the introductory and the advanced level. From early macroscopic models of current flow in circuits, through the discussion of microscopic particle descriptions of electrons flowing in an atomic lattice, to the development of microscopic nonlocalized band diagram descriptions in advanced physics courses, they need to be able to distinguish between commonly used, though sometimes contradictory, physical models. In investigations of student reasoning about models of conduction, we find that students often are unable to account for the existence of free electrons in a conductor and create models that lead to incorrect predictions and responses contradictory to expert descriptions of the physics. We have used these findings as a guide to creating curriculum materials that we show can be effective helping students to apply the different conduction models more effectively.

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)

Wittmann, Steinberg & Redish, Am J Phys (1999)

Making Sense of How Students Make Sense of Mechanical Waves

M. C. Wittmann, R. N. Steinberg & E. F. Redish, The Physics Teacher, 37, p 15-21 (Jan 1999).

Abstract: In our classroom experiences as teachers, we are
often baffled when students correctly answer questions in one setting and then can’t answer seemingly identical questions in another. Obviously, their understanding of the material is not as strong as we would like. But are we asking the relevant questions when we come to this conclusion? Do the students
fundamentally not know the material? Do they know it but not recognize appropriate circumstances in which to use it? And how should our instruction
and evaluation of their knowledge depend on the answers to these questions?

We have begun to address these questions at the University of Maryland using the methods and tools of physics education research.(1) Our approach combines the study of student difficulties with physics with the design of instructional materials and environments that help students improve their understanding. This approach can lead to educational environments
that help students overcome their difficulties. (2)

We report here on our study of student understanding of the physics of mechanical waves. Understanding wave physics is important for making sense of physical optics, quantum mechanics, and electromagnetic radiation. Previous research has shown that students have fundamental difficulties with some of the basic concepts of wave physics.

Redish, Saul & Steinberg, Am J Phys (1998)

Student Expectations in Introductory Physics

E. F. Redish, J. M. Saul & R. N. Steinberg, Am J Phys, 66, p 212-224 (1998). (html version)

Abstract: Students' understanding of what science is about and how it is done and their expectations as to what goes on in a science course, can play a powerful role in what they get out of introductory college physics. In this paper, we describe the Maryland Physics Expectations (MPEX) Survey; a 34-item Likert-scale (agree-disagree) survey that probes student attitudes, beliefs, and assumptions about physics. We report on the results of pre- and post-instruction delivery of this survey to 1500 students in introductory calculus-based physics at six colleges and universities. We note a large gap between the expectations of experts and novices and observe a tendency for student expectations to deteriorate rather than improve as a result of the first term of introductory calculus-based physics.

Redish, Steinberg & Saul, ICUPE AIP (1996)

The Distribution and Change of Student Expectations in Introductory Physics

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

Abstract: Students not only bring their prior understanding of physics concepts into the classroom, they also bring to their physics class a set of attitudes, beliefs, and assumptions about the nature of physics knowledge, what the students are to learn, what skills will be required of them, and what they need to do to succeed. These "expectations" can affect not only how students interpret class activities, but also from which of these activities the students build their understanding and the type of understanding they build. We report here on the development of the Maryland Physics Expectations (MPEX) Survey, a Likert-scale survey to probe these expectations. Observations of more than 1000 students at 5 institutions in first semester physics classes show that many students have expectation misconceptions about the nature of physics and what they should be doing to learn it. Furthermore, the effect of the first semester class is to deteriorate rather than improve these expectations.

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, 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.