NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ860300
Record Type: Journal
Publication Date: 2008-Nov
Pages: 7
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0031-921X
Physics Exam Problems Reconsidered: Using Logger Pro to Evaluate Student Understanding of Physics
Milner-Bolotin, Marina; Moll, Rachel
Physics Teacher, v46 n8 p494-500 Nov 2008
In the past few decades, the physics teaching community has witnessed a surge in creative and often effective ways of using technology to improve physics instruction. Most of these findings suggest how technology can help instructors create interactive learning environments and how interactivity influences the effectiveness of physics learning. However, every physics teacher knows that in order for any teaching method to be effective, the exams have to test the skills and concepts addressed by the teacher. Exam content and style sends the clearest message to students about what skills and content are valued by instructors. The mismatch between what we intend to teach and what we effectively test in exams is of great concern to many science teachers. These were our motives for creating data-rich questions to be used in the exams in a large undergraduate first-year physics course at the University of British Columbia. These data-rich questions were developed to support the use of an innovative teaching pedagogy called Interactive Lecture Experiments.
American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada