Comparing three methods for teaching Newton’s third law

dc.creator	Trevor I. Smith
dc.creator	Michael C. Wittmann
dc.date	2007-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:52:09Z
dc.date.available	2015-07-20T22:52:09Z
dc.identifier	1554-9178
dc.identifier	https://doaj.org/article/a49bf1709e8c488a84ee562432dd6739
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23775
dc.description	Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed University of Washington–style tutorial materials, but the different curricula have not been compared against each other. Our study examines three tutorials designed to improve student understanding of Newton’s third law: the University of Washington’s Tutorials in Introductory Physics (TIP), the University of Maryland’s Activity-Based Tutorials (ABT), and the Open Source Tutorials (OST) also developed at the University of Maryland. Each tutorial was designed with different goals and agendas, and each employs different methods to help students understand the physics. We analyzed pretest and post-test data, including course examinations and data from the Force and Motion Conceptual Evaluation (FMCE). Using both FMCE and course data, we find that students using the OST version of the tutorial perform better than students using either of the other two.
dc.language	English
dc.publisher	American Physical Society
dc.relation	http://link.aps.org/abstract/PRSTPER/v3/e020105
dc.relation	https://doaj.org/toc/1554-9178
dc.source	Physical Review Special Topics. Physics Education Research, Vol 3, Iss 2 (2007)
dc.subject	Reform-based curricula
dc.subject	TIP
dc.subject	ABT
dc.subject	OST
dc.subject	FMCE
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Comparing three methods for teaching Newton’s third law
dc.type	article