Professional Documents
Culture Documents
A merger of
presentations,
t ti
tutorials, and hands-
on laboratoryy
experience into a
technologically and
collaboratively rich
environment
TEAL Time Line
Models:
Fall 2001-2 RPI’s Studio Physics (Jack Wilson)
Prototype NCSU’s
NCSU s Scale-Up
Scale Up (Bob Beichner)
Off-term E&M 8.02 Harvard Peer Instruction (Mazur)
Spring 2003-Present
Scaled-up
E&M 8.02
Fall 2003-4
Prototype
M h i 8.01
Mechanics 8 01
Fall 2005-Present
Scaled-up
Mechanics 8.01
(Some) Goals of Science
Ed
Education
ti
Develop next generation of scientists and science
teachers
Develop
D l scientific
i tifi literacy
lit so that
th t the
th nextt generation
ti isi
capable of making informed decisions on issues arising from
complex systems, for example environmental change,
management of finite resources, development of renewable
energy sources
A.P. French
Series of Introductory Textbooks
MIT First -Year Physics
Fall: Number of students = 910
8 012 M
8.012 Mechanics
h i d designed
i d ffor Ph
Physics
i majors
j (120
students)
8.01 Mechanics TEAL format ((570 students))
8.01L Mechanics for students with weaker mathematical
backgrounds (80 students)
8 02 E&M TEAL format (70 students)
8.02
8.022 E&M designed for Physics majors (70 students)
Carl Wieman
Wieman, American Physical Society News
News,
Nov. 2007 (Vol 16,No. 10)
Why The TEAL/Studio Format?
Large freshman physics courses have inherent
problems
2. Low attendance
• E h
Enhance problem-solving
bl l i abilities
biliti
Instructor no longer
g delivers material but focuses on
student learning
• On
On-line
line Visualizations
• Desktop Experiments
Mon/Tue In
In-Class
Class (2 hr): Presentations, ConcepTests, Table Problems.
Wed/Thur In-Class
In Class (2 hr): Presentation,..
Presentation ,Experiments
Experiments
Methodology:
• Concept Test
• Thinking
• Individual Answer
• Feedback: Just in time Teaching
• Peer Discussion
• Revised Group Answer
• Explanation
Concept
p Q.: 2-Dim Kinematics
A person simultaneously throws two objects in the air. The objects leave the
person’s hands at different angles and travel along the parabolic trajectories
indicated byy A and B in the figure
g below. Which of the following
g statements best
describes the motion of the two objects?
1. The object moving along the trajectory A hits the ground before the object moving
along the trajectory B.
2. The object moving along the higher trajectory A hits the ground after the object
moving along the lower trajectory B.
3
3. Both objects hit the ground at the same time.
time
4. There is not enough information is specified in order to determine which object hits
the ground first.
Visualizations
Visualizations and Mathlets
http://web.mit.edu/viz/EM/
p
Visualizations and Simulations: Address
Core Misconceptions
http://www-math.mit.edu/~jmc/8.02t/SeriesRLCCircuit.html
Developers: Jean-Michel Claus, Prof. Haynes Miller (Math Department), Dr. Peter Dourmashkin
Mini-Presentations
In-Class Presentations
• Short Group/Table
p Problems with student
presentation of work at boards
Regular practice
Problems should not ‘lead students by the nose” but integrate synthetic
and analytic understanding
Problem Solving/Exams
On-Line Mastering Physics:
1. One assignment per week with hints and tutorials
I Cl
In-Class Concept
C tQQuestions
ti and
d Table
T bl Problems
P bl
a) What is the maximum force with which the upper book can be pushed
horizontallyy so that the two books move together
g without slipping?
pp g
Identify all action-reaction pairs of forces in this problem. Half of
class does this part
b) What is the maximum force with which the lower book can be pushed
horizontally so that the two books move together without slipping?
Identify all action-reaction pairs of forces in this problem. The other
half of the class does this part.
Gender Gap
Gender Gap
Gender gap disappears in the active learning
environment compared to a traditional lecture
format. Possible reasons:
1. Peer instruction
2. Ability to ask questions
3. Many opportunities to practice problem solving
4
4. Cooperative learning in a non-competitive
non competitive
learning environment
Does TEAL work?
Assessment
Professor Judyy Yehudit Dori of the Department
p of
Education in Technology and Science at the Technion.
Dr. Sahana Murthy Experimental Study Group MIT
Assessing
Instruments
Variables
Tests with quantitative
Problem Solving
problems
Conceptual 1. Pre-tests and post-tests
Understanding 2. Spatial tests
1. Mid-term & post-term
Attitudes questionnaires
2. Focus discussion group
Pre/Post Conceptual Test Scores
Relative Improvement Measure
⎛ %C t pre−test ⎞
%Correctt post −test − %Correct
%C
g =⎜ ⎟
⎝ 100 − %Correct pre−test ⎠
Entire
176 0.46 121 0.27 514 0.52
p p
population
50
40
50 40
40 40
30 30
22 25
20 20
10 10
Post Post
0 0
15
10
0
1999 2000 2001 2002 2003 2004 2005
Increases Seen Long Term
70
60
50
40
Control
30 Experimental
20
10
0
Pre Test Post Test Retention Gains
• Source: Dori, Y.J., E. Hult, L. Breslow, & J. W. Belcher (2005). “The Retention of Concepts from a Freshmen
Electromagnetism Course by MIT Upperclass Students,” paper delivered at the NARST annual conference.
Study Limitations
1. Attendance monitored In Experimental Group, not in Control Group. At
end of term, 50% in Control, 80% in Experimental.
2. Demographics of Control and Experimental Groups different (not true in
Spring 2003 comparison)
3
3. Experimental
E i t lGGroup usedd a mix
i off b
both
th analytic
l ti and
d conceptual
t l
problems in class, Control primarily analytic.
4. Control Grouppppre- and p
post-tests volunteer basis; Experimental
p Group
p
tests counted toward course grade.
5. “Teach To Test” in Experimental Group? Hawthorne Effect.
Fall 2007: Mechanics Baseline Test
and Student Evaluations
Course Instructor
Absolute
Group N 〈g〉 N Evaluation Evaluation
score
7 max 7 max
Entire
496 0.47 76.3% 348 4.63 5.25
population
http://web.mit.edu/8.01t/www
http://web.mit.edu/8.02t/www
http://web.mit.edu/8.02t/www/802TEAL3D/
h
http://web.mit.edu/viz/EM/index.html
// b i d / i /EM/i d h l