Dickinson Summer
Seminars on Teaching Physics Using Interactive Teaching Methods
on Computers
This evaluation progress report was prepared by Jim Hoefler,
Associate Professor in the Department of Political Science
at Dickinson College.
Table of Contents:
-
Introduction
- Project Description: Project Features,
Project Participants, Audiences & Other
Stakeholders
- Evaluation Overview: Evaluation
Purposes
- Design: Information Sources & Sampling,
Instruments, Data Collection Procedures &
Schedule
-
Overview of the ITMC Survey
Population
- Design: Information Sources &
Sampling
- Analysis Process: Quantitative
Analysis
-
Impact of the ITMC Seminar
- Analysis Process: Quantitative
Analysis
- Results & Recommendations:
Interpretations & Conclusions
-
Students
- Analysis Process: Quantitative
Analysis
- Results & Recommendations:
Interpretations & Conclusions
-
Communications
- Analysis Process: Quantitative
Analysis
- Results & Recommendations:
Interpretations & Conclusions
-
Funding
- Results & Recommendations:
Interpretations & Conclusions
-
Conclusions Regarding the ITMC
Seminar
- Results & Recommendations:
Interpretations & Conclusions
-
Recommendations
- Results & Recommendations:
Interpretations & Conclusions,
Recommendations
-
Appendix (not included here)
Dickinson Summer Seminars on Teaching Physics
Using Interactive Teaching Methods on Computers
Return to Table of
Contents
Background Information: In 1986 Priscilla
Laws (Dickinson College), Ronald Thornton (Tufts University),
and Pat Cooney (Millersville University) began collaborating
with each other and additional colleagues to develop activity-based
curricular materials, computer tools, and apparatus designed
to reform introductory physics teaching. As a result of grants
from FIPSE, NSF, and other agencies, several related curricula
were subsequently published. These included:
- Tools for Scientific Thinking Laboratories
- Workshop Physics Activity Guide
- RealTime Physics Laboratory Series in Mechanics
- Heat and Thermodynamics
- Electricity
- Interactive Lecture Demonstrations in Mechanics.
A program for the dissemination of the curricular materials
and associated computer tools began in 1990 when the curriculum
development team initiated a series of NSF-funded summer seminars
for introductory physics instructors at the college level.
The two-week program was initially designed to expose participants
to interactive teaching methods enhanced by the use of computer
tools (ITMC). Although several philosophically-related approaches
to physics teaching based on research in physics education
were introduced in the seminars, primary emphasis was placed
on pedagogical techniques, curricular materials, and computer
tools developed by the instructional staff.
The ITMC summer seminar curriculum was designed to help introductory
physics instructors learn to: (1) facilitate guided inquiry
using experiential learning cycles ; (2) enhance conceptual
learning; (3) create activity-based collaborative learning
environments; and (4) help students use computers as tools
for scientific investigation. The staff introduced computer-
and calculator-based laboratory tools for data collection,
visualization, and analysis; spreadsheet and graphical analysis
software for mathematical modeling; and digital video analysis
to illuminate topics in mechanics, electrostatics, and thermodynamics.
Program Evaluation: In the spring of 1997,
the ITMC staff decided that a survey instrument was needed
to evaluate: (1) the effectiveness of recruitment and instruction
in the summer seminar program; (2) the adaptability of the
ITMC curricula and computer tools to different learning environments;
(3) the extent to which the seminar participants changed their
teaching; and (4) the perceptions of the participants about
the effects of instructional changes on student learning and
attitudes. In particular, the staff wanted answers to several
questions.
- How did participants learn about the seminars?
- What impact have the seminars had on teaching practices
and student learning once participants returned to their
home institutions?
- What are the major impediments to the implementation of
ITMC methods?
In addition, although the major reasons for conducting this
evaluation were to learn how the ITMC seminars and curricula
could be made more effective, staff members have expressed
their hope that the outcomes of this survey will be useful
to other curriculum and workshop developers who are concerned
with dissemination issues.
Overview of the Summer Seminar Program:
Each summer between 1990 and 1996 approximately 30 instructors
were recruited to spend two weeks at Dickinson College in
Carlisle, Pennsylvania. A new NSF grant allowed the seminar
staff to double the size of the seminar and open it to high
school teachers beginning in 1996. At that time three additional
individuals were added to the seminar staff: David Sokoloff
(University of Oregon, Eugene, OR), Maxine Willis (Gettysburg
High School, Gettysburg, PA), and John Garrett (Sheldon High
School, Eugene, OR).
A schedule for the 1997 seminar is included in the Appendix
of this report. The schedule reveals that participants spend
the first week learning about the curricula and computer tools
that have been developed by staff and guest speakers. The
second week is devoted to projects chosen by participants.
The two week block is currently divided as follows:
Week 1: Participants typically spend the
first 3-1/2 days doing activities drawn from the curricular
materials. They also become acquainted with a range of computer
tools using both Macintosh and PC operating environments.
Participants are expected to come to evening presentations
and many of them stay until late in the evening working with
the computer tools. A mini-symposium is organized for the
last 1-1/2 days of the week. The goal of the symposium is
to expose the participants to a range of other perspectives
and curricular materials that can be used to improve introductory
physics teaching. The symposium begins with a student panel
and group discussion on implementation issues. These events
are followed by presentations from 3 or 4 outside speakers
who have been active in curriculum development and educational
reform. Each of the speakers also gives a short 90 minute
workshop to interested participants.
Week 2: Participants spend the second week
doing projects that they feel will be most helpful in promoting
changes in their introductory physics courses. They are encouraged
to work with other participants who want to do related activities.
At the end of the second week the participants share the results
of their group's activities in oral reports. The project reports
are written up for the seminar proceedings. Typical projects
include:
- designing course syllabi based on new curricular materials
- developing original student activities that use computer
tools or deal with topics that seem difficult to teach
- reviewing existing activity-based curricular materials
- planning for equipment or computer acquisition
- drafting grant proposals to acquire funds adaptation of
ITMC materials.
Recruitment techniques have evolved over the 7-year period.
Initially the seminar staff relied heavily on direct mailings
to all college and university physics departments and advertising
in professional journals. In the past three years most of
the direct mailings have been replaced by additional journal
advertisements, the posting of information on Dickinson's
Web site, and electronic mail notices on listserves.
How the Survey was Conducted: Associate
Professor Jim Hoefler of the Department of Political Science
at Dickinson College was contracted to conduct an evaluation
of the summer seminar program beginning in the summer of 1997.
A 62-item survey questionnaire was developed and pilot tested
with several seminar instructors before being finalized and
distributed. Contact cards were sent in the mail to all 235
physics teachers and instructors who took the seminar between
1990 and 1996, and 92 individuals agreed to participate. Participants
had the option of responding by mail, by e-mail, or by using
a world wide web version of the survey. Responses were tabulated
and analyzed using SPSS and Microsoft Excel. Confidentiality
of survey respondents was maintained throughout the process.
Results of the survey are represented in the 30 charts, eight
tables, and discussed in the accompanying text in sections
II through VIII, below. Section
VIII contains a series of
recommendations for improving the summer seminar program.
In addition, recommendations are also made for refining the
curricular materials and computer tools to enhance their usefulness
to college instructors and high school teachers. Hard copy
of responses to key free-response items from the survey are
provided in the appendix, which also includes a copy of the
survey instrument.
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