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Chasteen, Stephanie V.; Wilcox, Bethany; Caballero, Marcos D.; Perkins, Katherine K.; Pollock, Steven J.; Wieman, Carl E. – Physical Review Special Topics - Physics Education Research, 2015
In response to the need for a scalable, institutionally supported model of educational change, the Science Education Initiative (SEI) was created as an experiment in transforming course materials and faculty practices at two institutions--University of Colorado Boulder (CU) and University of British Columbia. We find that this departmentally…
Descriptors: Physics, Advanced Courses, College Science, Foreign Countries
Holmes, N. G.; Keep, Benjamin; Wieman, Carl E. – Physical Review Physics Education Research, 2020
Scientific expertise is manifested through extensive cycles of making and acting on decisions. To learn the processes and practices of science, therefore, students must have practice with scientific decision making. We argue that this can only happen if students are afforded agency: the opportunity to make decisions to pursue a goal. In this…
Descriptors: Expertise, Science Process Skills, Student Participation, Student Empowerment
Kuo, Eric; Wieman, Carl E. – Physical Review Physics Education Research, 2016
Although physics education research (PER) has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in discussion sections of a large, introductory…
Descriptors: Instructional Design, Science Instruction, Physics, Scientific Concepts
Kuo, Eric; Wieman, Carl E. – Physical Review Special Topics - Physics Education Research, 2015
Broad instructional methods like "interactive engagement" have been shown to be effective, but such general characterization provides little guidance on the details of how to structure instructional materials. In this study, we seek instructional specificity by comparing two ways of using an analogy to learn a target physical principle:…
Descriptors: Teaching Methods, Science Instruction, Physics, Logical Thinking
Chasteen, Stephanie V.; Perkins, Katherine K.; Beale, Paul D.; Pollock, Steven J.; Wieman, Carl E. – Journal of College Science Teaching, 2011
Faculty often wish to devote time and resources to improve a course to be more in line with principles of how people learn but are not sure of the best path to follow. We present our tested approach to research-based course transformation, including development of learning goals, instructional materials based on student difficulties, and…
Descriptors: Physics, Instructional Materials, Teaching Methods, Science Instruction
Adams, Wendy K.; Reid, Sam; LeMaster, Ron; McKagan, Sarah B.; Perkins, Katherine K.; Dubson, Michael; Wieman, Carl E. – Journal of Interactive Learning Research, 2008
Interactive computer simulations with complex representations and sophisticated graphics are a relatively new addition to the classroom, and research in this area is limited. We have conducted over 275 individual student interviews during which the students described what they were thinking as they interacted with simulations. These interviews…
Descriptors: Computer Simulation, Physics, Educational Technology, Interviews
Barbera, Jack; Adams, Wendy K.; Wieman, Carl E.; Perkins, Katherine K. – Journal of Chemical Education, 2008
The chemistry version of the Colorado Learning Attitudes about Science Survey (CLASS-Chem) is a new instrument designed to measure students' (novices') beliefs about chemistry and learning chemistry compared to those of experts (instructors). This survey is intended to measure the effects of students' beliefs on learning, and to understand how…
Descriptors: Interests, Chemistry, Educational Practices, Teaching Methods