Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching

To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton’s Third Law, 222 students in introductory physics...

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Autores principales:	Sarah P. Formica, Jessica L. Easley, Mark C. Spraker
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2010
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/6891fe0f91a447cb81479ee56cd1e25d
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spelling	oai:doaj.org-article:6891fe0f91a447cb81479ee56cd1e25d2021-12-02T11:12:11ZTransforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching1554-9178https://doaj.org/article/6891fe0f91a447cb81479ee56cd1e25d2010-08-01T00:00:00Zhttp://link.aps.org/doi/10.1103/PhysRevSTPER.6.020106https://doaj.org/toc/1554-9178To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton’s Third Law, 222 students in introductory physics courses taught by traditional lecture styles and Just-in-Time teaching at North Georgia College & State University over the span of five semesters were examined using the Force Concept Inventory as a pretest and a post-test. Overall, the gains favor the Just-in-Time teaching method with a 37.6%±2.0% gain compared to the 17.9%±2.5% seen in traditional lecture classes. When analyzing only those gains pertaining to the Newton’s Third Law questions, the results again favor the Just-in-Time teaching method with a gain of 50.8%±4.1% while the traditional lecture classes only saw a gain of 6.6%±5.2%. We also employed a new method of analysis which was a BIT Coding method created to quickly identify students’ understanding of Newton’s Third Law questions. This study shows that students in courses that are taught using the Just-in-Time teaching strategy better understand Newton’s Third Law after instruction than do students in traditional lecture courses.Sarah P. FormicaJessica L. EasleyMark C. SprakerAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 6, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Sarah P. Formica Jessica L. Easley Mark C. Spraker Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching
description	To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton’s Third Law, 222 students in introductory physics courses taught by traditional lecture styles and Just-in-Time teaching at North Georgia College & State University over the span of five semesters were examined using the Force Concept Inventory as a pretest and a post-test. Overall, the gains favor the Just-in-Time teaching method with a 37.6%±2.0% gain compared to the 17.9%±2.5% seen in traditional lecture classes. When analyzing only those gains pertaining to the Newton’s Third Law questions, the results again favor the Just-in-Time teaching method with a gain of 50.8%±4.1% while the traditional lecture classes only saw a gain of 6.6%±5.2%. We also employed a new method of analysis which was a BIT Coding method created to quickly identify students’ understanding of Newton’s Third Law questions. This study shows that students in courses that are taught using the Just-in-Time teaching strategy better understand Newton’s Third Law after instruction than do students in traditional lecture courses.
format	article
author	Sarah P. Formica Jessica L. Easley Mark C. Spraker
author_facet	Sarah P. Formica Jessica L. Easley Mark C. Spraker
author_sort	Sarah P. Formica
title	Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching
title_short	Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching
title_full	Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching
title_fullStr	Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching
title_full_unstemmed	Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching
title_sort	transforming common-sense beliefs into newtonian thinking through just-in-time teaching
publisher	American Physical Society
publishDate	2010
url	https://doaj.org/article/6891fe0f91a447cb81479ee56cd1e25d
work_keys_str_mv	AT sarahpformica transformingcommonsensebeliefsintonewtonianthinkingthroughjustintimeteaching AT jessicaleasley transformingcommonsensebeliefsintonewtonianthinkingthroughjustintimeteaching AT markcspraker transformingcommonsensebeliefsintonewtonianthinkingthroughjustintimeteaching
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Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching

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