We have a lot of Qs to get to. But before we do let's do an #iteachphysics roll call. Pls tell us who you are, where you teach physics, and what level of students.
We have a lot of Qs to get to. But before we do let's do an #iteachphysics roll call. Pls tell us who you are, where you teach physics, and what level of students.
The primary difference in the CB approach physics course compared to any other currently existing pedagogical method is that the CB course would not put its emphasis, or measure the student success in the course, on the basis of the physics concept knowledge
However when the emphasis is put on the fundamental cognitive tasks students have to be engaged with the content and the context more closely. Therefore, student metacognition plays a significant role in the CB course.
However when the emphasis is put on the fundamental cognitive tasks students have to be engaged with the content and the context more closely. Therefore, student metacognition plays a significant role in the CB course.
I think @garydanewhite found some of the same things in his work on student metacognition in #physics. We did an #iteachphysics chat on that about this time last year.
In reply to
@AjithRajapaksh9, @iteachphysics, @garydanewhite
The competency based model practiced at Purdue University featured a self paced learning system that focused on mastery and it also encouraged peer interaction via cooperative learning activities.
The competency based model practiced at Purdue University featured a self paced learning system that focused on mastery and it also encouraged peer interaction via cooperative learning activities.
#iteachphysics Q4: @AjithRajapaksh9, just to be clear, this was algebra based general physics? Were any of the students concurrently in some math course? Were you able to follow what was going on in those math classes and show how the curriculum there is applied in physics?
#iteachphysics Q4: @AjithRajapaksh9, just to be clear, this was algebra based general physics? Were any of the students concurrently in some math course? Were you able to follow what was going on in those math classes and show how the curriculum there is applied in physics?
Instead of a textbook a workbook was used. The work book contained guidelines to course activities. Video tutorials were produced to provide more assistance.
Instead of a textbook a workbook was used. The work book contained guidelines to course activities. Video tutorials were produced to provide more assistance.
#iteachphysics
How much of the experimental apparatus did the students have to build themselves? Some here have remarked that building and testing the apparatus is part of the joy of #physics....certain part of the being of experimentalists. (Looking at you @nuclear94 🤓)
In reply to
@AjithRajapaksh9, @iteachphysics, @nuclear94
#iteachphysics Q5.0: @AjithRajapaksh9, how do you assess if the students have transdisciplinary competency vis a vis applying physics to problems in non-physics fields?
#iteachphysics Q5.0: @AjithRajapaksh9, how do you assess if the students have transdisciplinary competency vis a vis applying physics to problems in non-physics fields?
I tend to lean toward using computer based data acquisition. I think teaching the whole process to students as early as possible is necessary. #iteachphysics.
In reply to
@achmorrison, @AjithRajapaksh9, @iteachphysics
Don't get me wrong, I think learning to code is incredibly important but how can one not do actual experiments? Developing experimental coordination is also important. #iteachphysics.
In reply to
@BlackPhysicists, @AjithRajapaksh9, @iteachphysics
Ewwww. Hard pass on that. That is probably motivated by budget pressures from the dean. If #physics started something like #ABET accreditation that type of thing would not happen. #iteachphysics
In reply to
@nuclear94, @AjithRajapaksh9, @iteachphysics
#iteachphysics Q7.0: @AjithRajapaksh9, you mention some rubrics for assessing student performance on content area tests. Those rubrics are likely useful no matter what pedagogical approach.
#iteachphysics Q7.0: @AjithRajapaksh9, you mention some rubrics for assessing student performance on content area tests. Those rubrics are likely useful no matter what pedagogical approach.
I think at a minimum there should be two advanced lab courses that should include experimental design and construction, computer interfacing, data collection, problem solving, data analysis, and data presentation #iteachphysics
In reply to
@BlackPhysicists, @AjithRajapaksh9, @iteachphysics
My guess is that budget and safety pressures were behind that. No risk of dropped weights or other safety issues when running computer experiments. #iteachphysics
In reply to
@BlackPhysicists, @AjithRajapaksh9, @iteachphysics
#iteachphysics Q7. Online spreadsheets were linked to individual report cards where individual students could read their detailed outcomes with the comments given by the graders.
#iteachphysics Q7. In repeatable tests the comments were given in the form of error codes and the meaning of the error codes were made available for the students.
#iteachphysics In the first phase it looked more like the SCALE-UP classroom the way the students assumed their seats around group tables. There were no computer interfaced activities done in CB classes.
#iteachphysics Q8: @AjithRajapaksh9, is the grading methodology the same as 'standards based grading', that you have to somehow translate back to letter grades?
#iteachphysics Q8: @AjithRajapaksh9, is the grading methodology the same as 'standards based grading', that you have to somehow translate back to letter grades?
#iteachphysics Q6. The process of an instructional studio (IS) began the evening prior to the day of the session. The evening prior to an IS students submitted a pre-class assignment (PCA). The PCA was graded by an undergraduate instructor.
#iteachphysics Q6. At the beginning of the IS on the following day the PCA was discussed by the instructor who graded it showing examples from students’ submitted work. This took the form of a discussion where both instructors and the students could share their points of views
#iteachphysics Q7. In repeatable tests the comments were given in the form of error codes and the meaning of the error codes were made available for the students.
#iteachphysics Q6. After the PCA discussion the session led into further conceptual developments on the foundation laid by the PCA and then towards solving problems that applied the newly established concepts.
#iteachphysics Q8.1 Reporting the grades has to be done according to the specifications of the institute. At purdue university A,B, C, D , F grades were given. In a CB course it may be meaningful to give a Pass or No Pass grade.
This reminds me a little bit of product developed by David Pritchard of @MIT_Physicshttps://t.co/0NLEi4G4jR His online tool tried to think of all the ways someone could do the problem incorrectly and have a heuristic for those cases #iteachphysics But here a human LA does that
Q7. The grading rubrics indicated the full solution to a problem clearly identifying each task within their competence groups. The rubric also advised the graders about the different types of approaches to the problem and ways to balance the scores in such situations.
This reminds me a little bit of product developed by David Pritchard of @MIT_Physicshttps://t.co/1QV4VKYJ6j His online tool tried to think of all the ways someone could do the problem incorrectly and have a heuristic for those cases #iteachphysics But here a human LA does that
Q7. The grading rubrics indicated the full solution to a problem clearly identifying each task within their competence groups. The rubric also advised the graders about the different types of approaches to the problem and ways to balance the scores in such situations.
#iteachphysics Q 8.2 It is possible to come to terms with a no pass student to give an I (incomplete) grade provided that they would work in the following semester to complete the work to earn a pass.
#iteachphysics Q8.3 Students had develop all the competencies as they will not add up to a single course score to determine their final grade. In a way a competency a student did not develop was crucial to their grade than the competency he or she could easily demonstrate.
#iteachphysics Q9.0: @AjithRajapaksh9, is there a qualitative aspect of determining 'competency' and how do you guard against being influenced by any hypothesis that CBT is a reasonable way to teach physics?
#iteachphysics Q9.0: @AjithRajapaksh9, is there a qualitative aspect of determining 'competency' and how do you guard against being influenced by any hypothesis that CBT is a reasonable way to teach physics?
#iteachphysics Q9.1: @AjithRajapaksh9, did you have a 3rd party set of graders that would not know if the students were in the CBT section of the course?
#iteachphysics Q9.1: @AjithRajapaksh9, did you have a 3rd party set of graders that would not know if the students were in the CBT section of the course?
#iteachphysics Q1.1 The primary difference in the CB approach physics course compared to any other currently existing pedagogical method is that the CB course would not put its emphasis, or measure the student success on the basis of the physics concept knowledge or from answers.
#iteachphysics Q1.2 Instead, the CB model put the emphasis on rather fundamental level cognitive tasks the students need to be performed in their learning through investigation and in constructively applying the learned concepts in novel scenarios.
#iteachphysics Q9.1 The ability the graders had to make qualitative decisions was minimized through the presence of a detailed grading rubric and the structured score sheet. Graders were aware of the assessment scheme.
#iteachphysics Q9.1 The graders knew that they are grading the CB course. They were appointed for the Cb course and the grading tools were unique to the CB course.
#iteachphysics An incident occurred in the physics laboratory at the University of Göttingen. An expensive measuring device, for no apparent reason, suddenly stopped working, although Pauli was in fact absent.
In reply to
@BlackPhysicists, @AjithRajapaksh9, @iteachphysics
#iteachphysics James Franck, the director of the institute, reported the incident to his colleague Pauli in Zürich with the humorous remark that at least this time Pauli was innocent.
In reply to
@BlackPhysicists, @AjithRajapaksh9, @iteachphysics
#iteachphysics Q10. Currently I do not have formal data on this aspect. I only have anecdotal evidence from students about their success and the confidence in other classes or tasks outside the class that they attribute to the CB physics class.
#iteachphysics However, it turned out that Pauli on a railway journey to Copenhagen switched trains in Göttingen rail station about the time of failure.
In reply to
@BlackPhysicists, @AjithRajapaksh9, @iteachphysics
#iteachphysics Q10
Some comments that is relevant to this subject is shared in the paper in the appendix. However, this is a very important area that need proper investigation in the future.
#iteachphysics Q11: @AjithRajapaksh9, you had both undergraduate instructors and graduate instructors. How can faculty make CBT work if they don't have access to those human resources?
#iteachphysics Q11: @AjithRajapaksh9, you had both undergraduate instructors and graduate instructors. How can faculty make CBT work if they don't have access to those human resources?
I think this really needs to be followed given a lot of physics courses are taught as service classes for other departments. Have to make sure the teaching works for them as well. #iteachphysics
I have not heard a Pauli story in a long while, thank you for bringing up some memories from my own university days when our professors would tell a lot of Pauli anecdotes! #iteachphysics
In reply to
@nuclear94, @BlackPhysicists, @AjithRajapaksh9, @iteachphysics
#iteachphysics
More human resources input may be required in order to harvest better learning outcomes using the CB model. However, it is possible to recognize ways to minimize the wastage of HR resources to minimize the consumption of human resources.
