Reinventing college physics for biologists: Explicating an epistemological curriculum.

Autor/inn/en	Redish, E. F.; Hammer, D.
Titel	Reinventing college physics for biologists: Explicating an epistemological curriculum.
Quelle	In: American journal of physics, 77 (2009) 7, S. 629-642 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-9505; 1943-2909
DOI	10.1119/1.3119150
Schlagwörter	Physik; Nebenfach; Hochschuldidaktik; Reform
Abstract	The University of Maryland Physics Education Research Group has done a five-year project to rethink, observe, and reform introductory algebra-based (college) physics, which primarily serves life-science majors. We refocused the class on helping the students learn to think scientifically - to build coherence, think in terms of mechanisms, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials. We provided class- controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations and administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses. © 2009 American Association of Physics Teachers.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Osnabrück
Update	2009/3