Tale of two curricula: The performance of 2000 students in introductory electromagnetism

The performance of over 2000 students in introductory calculus-based electromagnetism (E&M) courses at four large research universities was measured using the Brief Electricity and Magnetism Assessment (BEMA). Two different curricula were used at these universities: a traditional E&M curricu...

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Autores principales:	Matthew A. Kohlmyer, Marcos D. Caballero, Richard Catrambone, Ruth W. Chabay, Lin Ding, Mark P. Haugan, M. Jackson Marr, Bruce A. Sherwood, Michael F. Schatz
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2009
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/dd6965d104f8434daa4272fd43707a98
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spelling	oai:doaj.org-article:dd6965d104f8434daa4272fd43707a982021-12-02T11:12:17ZTale of two curricula: The performance of 2000 students in introductory electromagnetism10.1103/PhysRevSTPER.5.0201051554-9178https://doaj.org/article/dd6965d104f8434daa4272fd43707a982009-10-01T00:00:00Zhttp://doi.org/10.1103/PhysRevSTPER.5.020105http://doi.org/10.1103/PhysRevSTPER.5.020105https://doaj.org/toc/1554-9178The performance of over 2000 students in introductory calculus-based electromagnetism (E&M) courses at four large research universities was measured using the Brief Electricity and Magnetism Assessment (BEMA). Two different curricula were used at these universities: a traditional E&M curriculum and the Matter & Interactions (M&I) curriculum. At each university, postinstruction BEMA test averages were significantly higher for the M&I curriculum than for the traditional curriculum. The differences in post-test averages cannot be explained by differences in variables such as preinstruction BEMA scores, grade point average, or SAT Reasoning Test (SAT) scores. BEMA performance on categories of items organized by subtopic was also compared at one of the universities; M&I averages were significantly higher in each topic. The results suggest that the M&I curriculum is more effective than the traditional curriculum at teaching E&M concepts to students, possibly because the learning progression in M&I reorganizes and augments the traditional sequence of topics, for example, by increasing early emphasis on the vector field concept and by emphasizing the effects of fields on matter at the microscopic level.Matthew A. KohlmyerMarcos D. CaballeroRichard CatramboneRuth W. ChabayLin DingMark P. HauganM. Jackson MarrBruce A. SherwoodMichael F. SchatzAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 5, Iss 2, p 020105 (2009)
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 Matthew A. Kohlmyer Marcos D. Caballero Richard Catrambone Ruth W. Chabay Lin Ding Mark P. Haugan M. Jackson Marr Bruce A. Sherwood Michael F. Schatz Tale of two curricula: The performance of 2000 students in introductory electromagnetism
description	The performance of over 2000 students in introductory calculus-based electromagnetism (E&M) courses at four large research universities was measured using the Brief Electricity and Magnetism Assessment (BEMA). Two different curricula were used at these universities: a traditional E&M curriculum and the Matter & Interactions (M&I) curriculum. At each university, postinstruction BEMA test averages were significantly higher for the M&I curriculum than for the traditional curriculum. The differences in post-test averages cannot be explained by differences in variables such as preinstruction BEMA scores, grade point average, or SAT Reasoning Test (SAT) scores. BEMA performance on categories of items organized by subtopic was also compared at one of the universities; M&I averages were significantly higher in each topic. The results suggest that the M&I curriculum is more effective than the traditional curriculum at teaching E&M concepts to students, possibly because the learning progression in M&I reorganizes and augments the traditional sequence of topics, for example, by increasing early emphasis on the vector field concept and by emphasizing the effects of fields on matter at the microscopic level.
format	article
author	Matthew A. Kohlmyer Marcos D. Caballero Richard Catrambone Ruth W. Chabay Lin Ding Mark P. Haugan M. Jackson Marr Bruce A. Sherwood Michael F. Schatz
author_facet	Matthew A. Kohlmyer Marcos D. Caballero Richard Catrambone Ruth W. Chabay Lin Ding Mark P. Haugan M. Jackson Marr Bruce A. Sherwood Michael F. Schatz
author_sort	Matthew A. Kohlmyer
title	Tale of two curricula: The performance of 2000 students in introductory electromagnetism
title_short	Tale of two curricula: The performance of 2000 students in introductory electromagnetism
title_full	Tale of two curricula: The performance of 2000 students in introductory electromagnetism
title_fullStr	Tale of two curricula: The performance of 2000 students in introductory electromagnetism
title_full_unstemmed	Tale of two curricula: The performance of 2000 students in introductory electromagnetism
title_sort	tale of two curricula: the performance of 2000 students in introductory electromagnetism
publisher	American Physical Society
publishDate	2009
url	https://doaj.org/article/dd6965d104f8434daa4272fd43707a98
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Tale of two curricula: The performance of 2000 students in introductory electromagnetism

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