Report Detail Page
written by
James Vesenka, Paul Beach, Gerardo Munoz, Floyd Judd, and Roger Key
"Modeling instruction" was adapted and implemented in undergraduate algebra-based physics courses at California State University Fresno and the University of New England. Comparisons of standardized assessments were made between traditionally taught general physics sections and a "modeling" physics section at the two universities over a four year period. An essential ingredient in this enterprise was the preparation of lab instructors faithfully trained in the modeling approach. The motivations for this effort were twofold: 1) To help determine if an undergraduate general physics sequence might benefit from the adoption of multi-representational instructional approach addressing alternative conceptions in a more constructivist manner. 2) Development of an experiential learning environment to train physics educators in the modeling process.
Students in the modeling sections achieved, on the average, a one-half standard deviation or higher score over their traditional lecture counterparts, as measured by standardized assessments. Most significantly, the normalized gain on the Force Concepts Inventory for the modeling students was two times greater than their traditional-lecture peers at both schools. The lab instructors universally found modeling instruction to be a major improvement over traditional teaching approaches. The majority of these teachers are enthusiastic modeling converts in their own classrooms today.
Series Name: Journal of Physics Teacher Education Online
Issue 1 (1)
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Record Link
<a href="https://psrc.aapt.org/items/detail.cfm?ID=15129">Vesenka, J, P. Beach, G. Munoz, F. Judd, and R. Key. "A comparison between traditional and “modeling” approaches to undergraduate physics instruction at two universities with implications for improving physics teacher preparation.." In Journal of Physics Teacher Education Online, 3 - 7. 2002.</a>
AIP Format
J. Vesenka, P. Beach, G. Munoz, F. Judd, and R. Key, , Journal of Physics Teacher Education Online, Report No. 1 (1), 2002, WWW Document, (http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo1(1)june02.pdf#page=3).
AJP/PRST-PER
J. Vesenka, P. Beach, G. Munoz, F. Judd, and R. Key, A comparison between traditional and “modeling” approaches to undergraduate physics instruction at two universities with implications for improving physics teacher preparation., Journal of Physics Teacher Education Online, Report No. 1 (1), 2002, <http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo1(1)june02.pdf#page=3>.
APA Format
Vesenka, J., Beach, P., Munoz, G., Judd, F., & Key, R. (2002). A comparison between traditional and “modeling” approaches to undergraduate physics instruction at two universities with implications for improving physics teacher preparation. (Report No. 1 (1)). Retrieved October 14, 2024, from http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo1(1)june02.pdf#page=3
Chicago Format
Vesenka, J, P. Beach, G. Munoz, F. Judd, and R. Key. "A comparison between traditional and “modeling” approaches to undergraduate physics instruction at two universities with implications for improving physics teacher preparation.." In Journal of Physics Teacher Education Online, 3 - 7. 2002. http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo1(1)june02.pdf#page=3 (accessed 14 October 2024).
MLA Format
Vesenka, James, Paul Beach, Gerardo Munoz, Floyd Judd, and Roger Key. A comparison between traditional and “modeling” approaches to undergraduate physics instruction at two universities with implications for improving physics teacher preparation.. 2002. 14 Oct. 2024 <http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo1(1)june02.pdf#page=3>.
BibTeX Export Format
@techreport{
Author = "James Vesenka and Paul Beach and Gerardo Munoz and Floyd Judd and Roger Key",
Title = {A comparison between traditional and “modeling” approaches to undergraduate physics instruction at two universities with implications for improving physics teacher preparation.},
Number = {1 (1)},
Month = {June},
Year = {2002}
}
Refer Export Format
%A James Vesenka %A Paul Beach %A Gerardo Munoz %A Floyd Judd %A Roger Key %T A comparison between traditional and "modeling" approaches to undergraduate physics instruction at two universities with implications for improving physics teacher preparation. %R 1 (1) %S Journal of Physics Teacher Education Online %D June 1, 2002 %P 3 - 7 %U http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo1(1)june02.pdf#page=3 %O application/pdf
EndNote Export Format
%0 Report %A Vesenka, James %A Beach, Paul %A Munoz, Gerardo %A Judd, Floyd %A Key, Roger %D June 1, 2002 %T A comparison between traditional and "modeling" approaches to undergraduate physics instruction at two universities with implications for improving physics teacher preparation. %N 1 (1) %P 3 - 7 %8 June 1, 2002 %@ 1 (1) %U http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo1(1)june02.pdf#page=3 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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