Improved Outcomes in Physics Service Courses

P D Jarvis, J E Humble, R D Watson, I A Newman, E Chelkowska
School of Mathematics and Physics
University of Tasmania,
S Stack, P Taylor, Teacher Education, Curtin University, WA
and
B Yaxley
Principal Curriculum Officer for Science
Department of Education, Tasmania

Abstract

In 1999, the discipline of physics at the University of Tasmania held a national CUTSD grant with the aim of improving students' learning and understanding in first-year physics. Of particular concern were perceived student difficulties with physics as a 'hard' subject, particularly in the 'physics service course' area of applied and biological physics, for students not proceeding in physics beyond first year.

Developments in the project included teaching initiatives designed to enhance active and engaged learning, and changed assessment patterns including continuous, peer and self assessment. Attention was given throughout to the presentation of physics in the context of scientific method and enquiry. A major goal was to achieve conceptual change in students' understanding of the study of physics.

Evaluation included a combination of comparisons with previous years, surveys of students' backgrounds and expectations, work-books kept by staff, student opinion expressed in focus groups, and anecdotal feedback obtained during laboratory and tutorial classes as well as by administering the standard "Student Evaluation of Teaching" forms.

Evaluation of test and exam marks, together with student feedback, confirms that improved learning outcomes have been achieved in the physics service courses. Other major findings and outcomes are as follows:

Implementation of new teaching and learning methods has foundered on aspects of student learning culture leaning towards 'passive reception'. It is unclear whether major determinants of this are school learning habits, other university-wide practice, or inadequate induction into and negotiation regarding our project.

Conceptual development in learning physics must recognise students' entrenched locations in a taxonomy of learning styles. One possible polarisation is between 'knowledge accumulation' and 'critical enquiry'.

Student interviews and focus groups have revealed a strong preference for 'relevance', which was often ill-defined. A critical, thinking, enquiry approach to learning physics and the scientific method was also favoured. However, actual student behaviours and performances have not manifested this.

In the interpretation of diagnostic information collected in the project, the background science courses taken by students, and even individual experiences, have a pivotal role.

As a model of whole group collaboration and action research in an academic teaching team, the project has been highly successful.

A major product is a comprehensive detailed report, documenting the scope and activities of the entire project. Aside from the process experience of the teaching team, other products include several modest teaching aids and formative diagnostics which would support the overall aims of similar teaching endeavours.

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