Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study
Year: 2012
Type: article
Abstract: The performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI). Results from two different curricula were compared: a traditional mechanics curriculum and the Matter & Interactions (M&I) curriculum. Both were taught with similar interactive pedagogy. Post-instruction FCI averages were significantly higher for the traditional curriculum than for the M&I curriculum; the differences between curricula persist after accounting for factors such as pre-instruction FCI scores, grade point averages, and SAT scores. FCI performance on categories of items organized by concepts was also compared; traditional averages were significantly higher in each concept. We examined differences in student preparation between the curricula and found that the relative fraction of homework and lecture topics devoted to FCI force and motion concepts correlated with the observed performance differences. Concept inventories, as instruments for evaluating curricular reforms, are generally limited to the particular choice of content and goals of the instrument. Moreover, concept inventories fail to measure what are perhaps the most interesting aspects of reform: the non-overlapping content and goals that are not present in courses without reform.
Source: American Journal of Physics
DOI: 10.1119/1.3703517
Authors: Marcos D. Caballero, Edwin F. Greco, Eric R. Murray, Keith R. Bujak, M. Jackson Marr, Richard Catrambone, Matthew A. Kohlmyer, Michael F. Schatz
Institution: Georgia Institute of Technology
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2091732000