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Physics Faculty Use Of Example Solutions In Teaching Introductory Physics, William O. Mamudi
Physics Faculty Use Of Example Solutions In Teaching Introductory Physics, William O. Mamudi
Masters Theses
This study investigates how physics faculty perceive and use features of example problem solutions. Thirty physics instructors from diverse institutions participated in semi-structured interviews. In addition to open-ended questions, three example problem solution artifacts were used to focus on specific solution features. Data were analyzed to identify instructors’ goals for the use of example solutions and whether their goals were consistent with the solution features that they valued and used. The study concludes that many faculty have three major goals: keeping students cognitively involved, helping students become better problem solvers, and supporting students in learning physics. The study also found …
Classroom Response System Integration In A Distance-Learning Introductory High School Physics Course, Alexander T. Pegram
Classroom Response System Integration In A Distance-Learning Introductory High School Physics Course, Alexander T. Pegram
Masters Theses
Tennessee ranks among the lowest states in terms of high school physics availability. This fact is compounded in rural areas by limited enrollment and a lack of accredited physics teachers. A distance-learning physics course was established between the University of Tennessee Knoxville and Morristown West High School in order to offer an introductory physics course in a school with no accredited physics teacher. Because classroom response systems have been shown to increase interactivity and discussion in physics courses, leading to better learning gains, the course was taught via live video-conferencing with the integration of a classroom response system.