[net-gold] MATHEMATICS: ALGEBRA : MATHEMATICS: CALCULUS: Algebra Based / Calculus Based Laboratory
- From: "David P. Dillard" <jwne@xxxxxxxxxx>
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- Date: Sat, 10 Apr 2010 07:02:07 -0400 (EDT)
.
MATHEMATICS: ALGEBRA :
MATHEMATICS: CALCULUS:
[Net-Gold] Algebra Based / Calculus Based Laboratory
.
Date: Fri, 9 Apr 2010 15:14:18 -0700
From: Richard Hake <rrhake@xxxxxxxxxxxxx>
Reply-To: Net-Gold@xxxxxxxxxxxxxxx
To: phys-l@xxxxxxxxxxxxxxxxxxxxxxxxxx
Cc: AERA-L@xxxxxxxxxxxxxxxxx, Net-Gold@xxxxxxxxxxxxxxx
Subject: [Net-Gold] Re: Algebra based/calculus based laboratory
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ABSTRACT: Jacob Blickenstaff of the Phys-L list asked (paraphrasing):
"Can the same introductory laboratory activities be used in labs for
both calculus-based course for physics majors and the algebra-based
course for non-majors?" To which Texas John Clement replied: "The
problems of understanding the concepts are exactly the same for the
calculus and algebra based courses, so labs that expose the concepts
really need to be the same. I agree. Examples of conceptually-based
labs are (in alphabetical order): Bernhard's conceptual labs, "Real
Time Physics," "Socratic Dialogue Inducing Labs," "Tools for
Scientific Thinking," and "Tutorials In Introductory Physics."
Departing from discussion-list protocol, I give *academic references*
to the above labs and other relevant articles.
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Jacob Clark Blickenstaff (2010) in his Phys-L post "Algebra
based/calculus based laboratory" asked (paraphrasing):
"Do any other institutions use the same laboratory activities in both
the algebra based (or non-majors) and calculus based (or majors)
introductory course. Some colleagues need convincing that along with
revising the 8 year old manual, creating two sets of activities will
be worth the time and effort."
To which Texas John Clement responded [bracketed by lines "CCCCC. . .
. ."; my inserts at ". . . . . .[[insert]]. . . ."; slightly edited
to remove apparent typos]:
CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
So far there is only 1 type of introductory published labs that is
research based. . . . . [What IS that "one type"??]]. . . . But some
of them do have extra things or extensions that might be expected to
be used for the upper level intro course. The problems of
understanding the concepts are exactly the same for the calculus and
algebra based courses, so labs that expose the concepts really need
to be the same. . . . . . . . . So if you use "Real Time Physics"
labs . . . . .[[Sokoloff, Thornton, & Laws (2002, 2004)]]. . . . they
are suitable for both levels. The original "Tools for Scientific
Thinking" labs. . . . [[see, e.g. CSMT(2010), Clement (2000),
Thornton (1987), Vernier (2010)]]. . . . might be more suitable for
algebra based students, but the two sets of labs were not actually
aimed at different levels. They were aimed at producing better
understanding. Similarly, McDermott tutorial. . . . [["Tutorials In
Introductory Physics (McDermott et al.. 2002)]]. . . . are aimed at
all, and I have seen faculty member challenged by them, so they are
not low level labs.
CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
I agree with John Clement that "the problems of understanding the
concepts are exactly the same for the calculus and algebra based
courses."
Modesty forbids mention of my own "Socratic Dialogue Inducing Labs,"
online at <http://www.physics.indiana.edu/~sdi>, and explained in
"Socratic Pedagogy in the Introductory Physics Laboratory" [Hake
(1992)].
The late Arnold Arons (1993) wrote:
"The difficulties experienced by students in mastering the Law of
Inertia and the concept of 'force' and the robust preconceptions with
which they approach mechanical phenomena have been extensively
discussed in the literature and are widely appreciated by teachers.
Qualitative hands-on experience in the laboratory furnishes an
effective way of helping many students overcome these difficulties.
Examples of the questions students can be led to address through such
experience are given in Sections 3.10 through 3.12 of . . . . [[Arons
(1990, 1997)]]. . . .and a Socratically oriented laboratory aimed at
the same objectives has been described in considerable detail by
Hake. . . . .[[(1992)]]. . . . "
Nevertheless, "Socratic Dialogue Inducing Labs" and the Socratic
Method (as opposed to the so-called "semi-Socratic method" are rarely
mentioned in the literature, possibly due to the rampant
misidentification of Plato's alter ego in the "Meno" with the
*historical* Socrates researched by the late classics scholar Gregory
Vlastos - see e.g., "The Socratic Method of the Historical Socrates,
Plato's Socrates, and the Law School's Socrates"[Hake (2007)].
More recently, physics education researcher Jonte Bernhard (2008) in
"Conceptual labs as an arena for learning: Experiences from a
decennium of design and implementation" explains his development of
conceptual labs as follows (quoted from his abstract):
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
A series of projects focusing on the design and implementation of
"conceptual labs", aimed at developing insightful learning, are
described. The work commenced in 1994/95 and has been followed by a
series of projects. The main focus has been on courses in mechanics
and electric circuit theory.
The approach taken in designing these innovative curricula coincides
very well with the emergent paradigm described as "design-based
research". . . . .[[see, e.g., "Design-Based Research in Physics
Education Research: A Review" (Hake, 2008)]]. . . . . In line with
this emergent tradition, I describe how our designs have functioned
in authentic settings and focus on interactions that have refined our
understanding of the learning issues involved. A common feature in
these learning environments is the use of technology as a tool for
students' inquiry. Systematic variation, based on the theory of
variation, has been introduced into task design.
According to results using conceptual inventories . . . . .[[seek
e.g., <http://en.wikipedia.org/wiki/Concept_inventory> and National
Academy (2008)]]. . . ., the conceptual labs have been very
successful. However, it has also been shown that learning is not
determined by the technology but by the design of the tasks. In the
later projects we studied students' courses of action in labs using
video recordings. I describe how these studies have provided insights
into critical conditions for learning and have helped us to improve
learning environments further.
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References (PEDAR)
<rrhake@xxxxxxxxxxxxx>
<http://www.physics.indiana.edu/~hake>
<http://www.physics.indiana.edu/~sdi>
<http://HakesEdStuff.blogspot.com>
<http://iub.academia.edu/RichardHake> >
REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>; all
URL's were accessed on 9 April 2010.]
Arons, A.B. 1990. "A Guide to Introductory Physics Teaching." Wiley;
reprinted with minor updates in Arons (1997).
Arons, A.B. 1993. "Guiding Insight and Inquiry in the Introductory
Physics Laboratory," Phys. Teach. 31(5): 278-282; online to
subscribers at
<http://scitation.aip.org/dbt/dbt.jsp?KEY=PHTEAH&Volume=31&Issue=5>.
Arons, A.B. 1997. "Teaching Introductory Physics." Wiley. A slightly
updated version of Arons (1990) plus "Homework and Test Questions for
Introductory Physics Teaching" and "Introduction to Classical
Conservation Laws." Amazon.com information at
<http://tinyurl.com/y4u5zef>. Note the searchable "Look Inside"
feature.
Bernhard, J. 2008. "Conceptual labs as an arena for learning:
Experiences from a decennium of design and implementation," paper
presented at the European Society for Engineering Education (SEFI)
36th Annual Conference, 2-5 July 2008, Aalborg, Denmark: online at
<http://www.sefi.be/wp-content/abstracts/1061.pdf> (1 MB).
Blickenstaff, J.C. 2010. "Algebra based/calculus based laboratory"
post of 8 Apr 2010 12:15:50-0500; online on the OPEN! Phys-L archives
at
<https://carnot.physics.buffalo.edu/archives/2010/4_2010/msg00041.html>.
This post initiated an 8-post (as of 09 April 2010 15:09:00) thread
accessible at
<https://carnot.physics.buffalo.edu/archives/2010/4_2010/threads.html>.
Clement, J.M. 2000. "Tools For Scientific Thinking: Applets for
Motion Investigations, " online at <http://tinyurl.com/y3fwtng>.
Clement, J.M. 2010. "Re: Algebra based/calculus based laboratory,"
post of 8 Apr 2010 19:48:06 -0500, online on the OPEN! Phys-L
archives at
<https://carnot.physics.buffalo.edu/archives/2010/4_2010/msg00046.html>.
CSMT. 2010. Center for Science Mathematics Teaching, Tufts
University. "Tools for Scientific Thinking and Student-Oriented
Science," online at <http://ase.tufts.edu/csmt/>.
Hake, R.R. 1992. "Socratic Pedagogy in the Introductory Physics
Laboratory," Phys. Teach 30: 546-552; updated version (4/27/98) at
<http://www.physics.indiana.edu/~sdi/SocPed1.pdf> (88 kB).
Hake, R.R. 2007. "The Socratic Method of the Historical Socrates,
Plato's Socrates, and the Law School's Socrates," online on the OPEN!
AERA-L archives at <http://tinyurl.com/y753vx8>. Post of 21 Jun 2007
13:43:05-0700 to AERA-J, AERA-L, Phys-L, PhysLrnR, & POD.
Hake, R.R. 2008. "Design-Based Research in Physics Education
Research: A Review" in Kelly et al. (2008). A pre-publication version
of Hake's chapter is online at
<http://www.physics.indiana.edu/~hake/DBR-Physics3.pdf> (1.1 MB).
Kelly, A.E., R.A. Lesh, J.Y. Baek. 2008. "Handbook of Design Research
Methods in Education: Innovations in Science, Technology,
Engineering, and Mathematics Learning and Teaching." Routledge
Education; publisher's information at <http://tinyurl.com/4eazqs>.
Amazon.com information at <http://tinyurl.com/ygbotlh>.
McDermott, L.C. , P.S. Shaffer, and the Physics Education Research
Group. 2002. "Tutorials In Introductory Physics and Homework
Package." Addison-Wesley aka Pearson, publisher's information at
<http://tinyurl.com/yd99vj5>. Amazon.com information at
<http://tinyurl.com/yymw4cf>.
National Academy. 2008. "Workshop on Linking Evidence and Promising
Practices in STEM Undergraduate Education" online at
<http://www7.nationalacademies.org/bose/PP_Commissioned_Papers.html>.
Sokoloff. D.R., R.K. Thornton, & P.W. Laws. Wiley. "RealTime Physics
Active Learning Laboratories." Amazon.com information on "Module 1 -
Mechanics, 2004" at <http://tinyurl.com/ybnrxdc> (note the searchable
"Look Inside" Feature); "Module 2 - Heat and Thermodynamics," 2004 at
<http://tinyurl.com/ya285m7>; "Module 3 - Electric Circuits, 2000 at
<http://tinyurl.com/ybb5hax> (note the searchable "Look Inside"
Feature); "Module 4 - Light and Optics, 2004 at
<http://tinyurl.com/y6gwe3f>.
Thornton, R.K. 1987. "Tools for scientific
thinking-microcomputer-based laboratories for physics teaching."
Phys. Educ. 22: 230; online to subscribers at
<http://tinyurl.com/y5psor9>.
Vernier. 2010. "Tools for Scientific Thinking," online at
<http://www.vernier.com/cmat/tst.html>.
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