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Showing all 4 results
Peer reviewed
Direct linkDing, Lin; Caballero, Marcos D. – Physical Review Special Topics - Physics Education Research, 2014
In a recent study, Caballero and colleagues conducted a large-scale evaluation using the Force Concept Inventory (FCI) to compare student learning outcomes between two introductory physics curricula: the Matter and Interactions (M&I) mechanics course and a pedagogically-reformed-traditional-content (PRTC) mechanics course. Using a conventional…
Descriptors: Science Instruction, Physics, Scientific Concepts, Mechanics (Physics)
Caballero, Marcos D.; Kohlmyer, Matthew A.; Schatz, Michael F. – Physical Review Special Topics - Physics Education Research, 2012
Students taking introductory physics are rarely exposed to computational modeling. In a one-semester large lecture introductory calculus-based mechanics course at Georgia Tech, students learned to solve physics problems using the VPython programming environment. During the term, 1357 students in this course solved a suite of 14 computational…
Descriptors: Mechanics (Physics), Introductory Courses, College Science, Problem Solving
Chasteen, Stephanie V.; Pepper, Rachel E.; Caballero, Marcos D.; Pollock, Steven J.; Perkins, Katherine K. – Physical Review Special Topics - Physics Education Research, 2012
As part of an effort to systematically improve our junior-level E&M I course, we have developed a tool to assess student conceptual learning of electrostatics at the upper division. Together with a group of physics faculty, we established a list of learning goals for the course that, with results from student observations and interviews, served as…
Descriptors: Electronics, College Science, Advanced Courses, Science Tests
Kohlmyer, Matthew A.; Caballero, Marcos D.; Catrambone, Richard; Chabay, Ruth W.; Ding, Lin; Haugan, Mark P.; Marr, M. Jackson; Sherwood, Bruce A.; Schatz, Michael F. – Physical Review Special Topics - Physics Education Research, 2009
The performance of over 2000 students in introductory calculus-based electromagnetism (E&M) courses at four large research universities was measured using the Brief Electricity and Magnetism Assessment (BEMA). Two different curricula were used at these universities: a traditional E&M curriculum and the Matter & Interactions (M&I) curriculum. At…
Descriptors: Research Universities, Calculus, Introductory Courses, Predictor Variables
