1. Characterizing Studio Physics Instruction Across Instructors and Institutions
Matthew Wilcox1, Gerald Feldman2, Joshua Von Korff3, Noel Klingler2, Ozden Sengul3, Jacquelyn J. Chini1
1University of Central Florida, Department of Physics, 4000 Central Florida Boulevard, Orlando, FL, 32816
2George Washington University, Department of Physics, st Street NW, Washington, DC, 20052
3Georgia State University, Department of Physics and Astronomy, 25 Park Place, Atlanta, GA, 30303
Introduction
SCALE-UP is flexible in the types of active-learning strategies that may be implemented.
Learning gains vary largely in SCALE-UP classes [1,2].
How can we know which teaching practices are responsible for student learning?
Results
No statistical difference between institutions in the time spent on the actions below.
Fairly large variation between instructors within institution.
Lecture or Feedback (instructor referring to previous student work) occurred in 49% of all intervals.
Coincident Codes
Small Group Work was coded in 93% of the intervals in which Clicker was coded.
Interactions with a TA or an instructor occurred in 72% and 62% of intervals in which Small Group Work was coded.
LECTURE
FEEDBACK
CLICKER
SMALL GROUP
Average = 22%
Average = 20%
Average = 23%
Average = 30%
Average = 21%
Average = 11%
Average = 66%
Average = 63%
Inter-Rater
Reliability
Overall IRR of 0.78 as measured by Krippendorff’s Alpha.
Achieved IRR on most but not all codes.
Notably Low IRR Codes
Demonstration and Student Presentation.
Possibly due to their infrequency in the observations.
Conclusions
Within institutions, SCALE-UP classes vary between instructors.
Across these institutions, SCALE-UP classes, on average, are similar.
Clickers are used as small group work, almost exclusively.
SCALE-UP does provide a large amount of interaction with instructors and TAs.
Lecture or Feedback occurs in a large amount of a typical class.
Methodology
Performed observations and interviews to characterize SCALE-UP classes on:
8 instructors at the University of Central Florida (UCF).
6 instructors at the George Washington University (GW).
2 introductory classes (Mechanics and E&M) for both algebra and calculus based at UCF and GW.
Modified Teaching Dimensions Observation Protocol (TDOP) [3]
Records actions in two minute intervals.
Report the percentage of intervals in which a code was observed.
References
Saul, J.M. and R. Beichner, An Activity-based Curriculum for Large Introductory Physics Classes: The SCALE-UP Project. PERC 2001 Proceedings, 2001.
Ridenour, J., et al. Is conceptual understanding compromised by a problem-solving emphasis in an introductory physics course? in 2012 PERC AIP Publishing.
Hora, M.T. and J.J. Ferrare, Instructional systems of practice: A multidimensional analysis of math and science undergraduate course planning and classroom teaching. Journal of the Learning Sciences, (2): p
Photo source:
Future Work
Improve coding scheme and training to gain IRR on all codes.
Continue observations at other institutions across the country.
Analyze which observed practices lead to higher learning gains.
This work was funded by the National Science Foundation (Grant Nos. DUE , and ).