ABSTRACT
In the past few years, researchers have demonstrated that
interactive engagement methods can help
students build fundamental physics concepts in the introductory
university physics course. While it is
sometimes assumed that building strong concepts will
help students solve problems, transfer of learning
from one domain to another is difficult and cannot be
taken for granted. The UMCP Physics Education
Research Group has been comparing two instructional approaches
in the engineering physics course at
UMCP. One class has traditional problem solving recitations
while the other has McDermott style
tutorials. We have probed student problem-solving by
giving both classes identical exam questions.
Improvement can be observed in some contexts. We will
also describe how we have attempted to address
concept-to-problem transfer issues by giving the students
"bridging problems" that link basic concepts to
traditional problems.
CONTENTS
| University of Maryland | Physics Department | PERG UMD |
|
Mel's Page |
|---|---|---|---|---|
 |
 |
 |
 |
 |