Research on a Unique Instructional Framework for Elevating Students’ Quantitative Problem Solving Abilities
Abstract
We present an instructional framework that allowed a first time physics instructor to improve students quantitative problem solving abilities by more than a letter grade over what was achieved by students in an experienced instructor’s course. This instructional framework uses a Think-Pair-Share approach to foster collaborative quantitative problem solving during the lecture portion of a large enrollment introductory calculus-based mechanics course. Through the development of carefully crafted and sequenced TPS questions, we engage students in rich discussions on key problem solving issues that we typically only hear about when a student comes for help during office hours. Current work in the sophomore E&M course illustrates that this framework is generalizable to classes beyond the introductory level and for topics beyond mechanics.
- Publication:
-
American Astronomical Society Meeting Abstracts #232
- Pub Date:
- June 2018
- Bibcode:
- 2018AAS...23220902P