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Is understanding really the point of physics teaching?
Dewey I. Dykstra, Jr.
Boise State University
Boise, ID 83725-1570
Joint NYSS APS AAPT Spring Symposium 2004
“What Physics Education Research says to Physicists & Physics Educators”
Buffalo State College 16 - 17 April
Acknowledgments
Some data collected in projects funded by NSF and FIPSE
Interactions with many colleagues in PER
Some are here today...many thanks
Interactions with many, many students
to whom I owe the greatest debt.
Why teach physics?
Not just certain students, but all students
Is this goal of new understanding generally accomplished?
Students’ and Teachers’ Conceptions in Science
Just updated (Mar, 2004) containing 6314 entries
Can be downloaded from
<http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html>
a quick stroll through the bibliography...
Students’ and Teachers’ Conceptions in Science
Entries to the bibliography now go back to 1903
Entries in:
Physics, Chemistry, Biology & Earth Science
Students’ and Teachers’ Conceptions in Science
From this work in the late ‘70’s and early ‘80’s
Here is a sample...
Early Modern PER Work
Students’ and Teachers’ Conceptions in Science
Thorough documentation that very little conceptual change occurs in normal instruction even after multiple treatments
Findings duplicated in every study of conceptual change
...on every topic studied...
...over the whole of the 20th century.
Students’ and Teachers’ Conceptions in Science
...and still is being repeated...
Conceptions Resistant to Change?
In other words, neither the conceptions, nor the students are the “problem.”
A closer look at a specific set of data...
A conceptual diagnostic
Force and Motion Conceptual Evaluation (FMCE)
“Old” view of force
Majority view at the beginning of the semester, every semester of...
every course: HS and both intro college level courses
even on the second and third exposure to typical instruction.
Could be called: everyday or person-on-the-street view of force
A “New” view of force
The net force graph looks like the acceleration graph.
Old view, New view scores
Two scoring keys: based on Old view & New view of force
Relating to Newton’s first and second laws of motion
11 of the first 21 questions
1, 2, 3, 4, 5, 7, 14, 16, 17, 18, 19
Plus two sets of three involving gravity
8, 9, 10
11, 12, 13
Involves 17 questions with a max score of 15.
Matched pairs of data used exclusively
<http://ase.tufts.edu/csmt/html/abstracts/icupe_cd.html>
Standard Physics Instruction
Ph. D.’s in Physics and Physics grad student TA’s teaching at major institutions
Looks like student conceptions of force are resistant to change, but are they?
over the whole 20th century.
Why?
The same results?
These are non-science majors.
Can it really be that only a certain few, who work hard enough can “get” physics?
)?]]>
For comparison, here they are side-by-side.
Effect Size
Normalized Gain and Loss
These two sets of data suggest that it is neither the case:
(1) that conceptions are so resistant to change nor
(2) that only certain students can really “get” the new understandings.
The pedagogy is apparently a far greater factor here.
The alternative pedagogy used in this study is
student-understanding driven.
There are other examples of PER-based instruction with similar results.
If it is not acceptable that there is so little change in understanding, then
we must change our own pedagogy
we must start changing how we prepare teachers
Can we ethically do otherwise?
Do we have the courage?
To change our own pedagogy?
To change how we prepare teachers?
PER “gives us good guidance” in making effective change.
Thank you.
Feel free to get in touch:
Dewey Dykstra--ddykstra@boisestate.edu
...and others at this meeting...
An existing conceptual scheme
What the research “says”
“If I didn’t already believe it, I never would have seen it .” - John Layman
avoid, disparage, ignore the data or
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