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Brewe, Eric; Dou, Remy; Shand, Robert – Physical Review Physics Education Research, 2018
Although active learning is supported by strong evidence of efficacy in undergraduate science instruction, institutions of higher education have yet to embrace comprehensive change. Costs of transforming instruction are regularly cited as a key factor in not adopting active-learning instructional practices. Some cite that alternative methods to…
Descriptors: Active Learning, Introductory Courses, Physics, Educational Finance
Brewe, Eric; Sawtelle, Vashti; Kramer, Laird H.; O'Brien, George E.; Rodriguez, Idaykis; Pamela, Priscilla – Physical Review Special Topics - Physics Education Research, 2010
We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International University (FIU), a Hispanic-serving institution. MI is described in the context of FIU's overall effort to enhance student participation in physics and science broadly. Our…
Descriptors: Physics, Science Instruction, Introductory Courses, Educational Change
Traxler, Adrienne; Brewe, Eric – Physical Review Special Topics - Physics Education Research, 2015
We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. University Modeling Instruction is a curricular and pedagogical transformation of introductory university physics that engages…
Descriptors: Physics, Scientific Attitudes, Introductory Courses, College Students
Brewe, Eric; Traxler, Adrienne; de la Garza, Jorge; Kramer, Laird H. – Physical Review Special Topics - Physics Education Research, 2013
We report on a multiyear study of student attitudes measured with the Colorado Learning Attitudes about Science Survey in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six instructors and eight of nine sections using Modeling Instruction showed significantly improved attitudes from pre-…
Descriptors: Science Instruction, Introductory Courses, Physics, Modeling (Psychology)
Sawtelle, Vashti; Brewe, Eric; Kramer, Laird H. – Journal of Research in Science Teaching, 2012
The quantitative results of Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) are presented as a logistic regression predicting the passing of students in introductory Physics with Calculus I, overall as well as disaggregated by gender. Self-efficacy as a theory to explain human behavior change [Bandura [1977] "Psychological…
Descriptors: Higher Education, Introductory Courses, Physics, Calculus