Journal article
The Effects of a Model-Based Physics Curriculum Program with a Physics First Approach: a Causal-Comparative Study
Journal of Science Education and Technology, Vol.21(1), pp.114-124
02/2012
DOI: 10.1007/s10956-011-9287-2
Abstract
The purpose of this study is to examine the effects of a model-based introductory physics curriculum on conceptual learning in a Physics First (PF) Initiative. This is the first comparative study in physics education that applies the Rasch modeling approach to examine the effects of a model-based curriculum program combined with PF in the United States. Five teachers and 301 students (in grades 9 through 12) in two mid-Atlantic high schools participated in the study. The students’ conceptual learning was measured by the Force Concept Inventory (FCI). It was found that the ninth-graders enrolled in the model-based program in a PF initiative achieved substantially greater conceptual understanding of the physics content than those 11th-/12th-graders enrolled in the conventional non-modeling, non-PF program (Honors strand). For the 11th-/12th-graders enrolled in the non-PF, non-honors strands, the modeling classes also outperformed the conventional non-modeling classes. The instructional activity reports by students indicated that the model-based approach was generally implemented in modeling classrooms. A closer examination of the field notes and the classroom observation profiles revealed that the greatest inconsistencies in model-based teaching practices observed were related to classroom interactions or discourse. Implications and recommendations for future studies are also discussed.
Details
- Title: Subtitle
- The Effects of a Model-Based Physics Curriculum Program with a Physics First Approach: a Causal-Comparative Study
- Creators
- Ling Liang - Department of Education La Salle University Philadelphia PA 19141 USAGavin Fulmer - National Science Foundation Arlington VA 22230 USADavid Majerich - Temple University Philadelphia PA 19122 USARichard Clevenstine - Ridley School District Folsom PA 19033 USARaymond Howanski - Ridley School District Folsom PA 19033 USA
- Resource Type
- Journal article
- Publication Details
- Journal of Science Education and Technology, Vol.21(1), pp.114-124
- Publisher
- Springer Netherlands; Dordrecht
- DOI
- 10.1007/s10956-011-9287-2
- ISSN
- 1059-0145
- eISSN
- 1573-1839
- Language
- English
- Date published
- 02/2012
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993327802771
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