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Location:
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HC 3023 & 3023A |
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Date:
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Monday, Aug.1 |
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Time:
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9:40 AM -9:50 AM
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Author:
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Mahmoud Yaqoub, Texas Tech University
806-742-3972, m.yaqoub@ttu.edu
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Co-Author(s):
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Beth Thacker , Keith West , Mark Ellermann , Jake Schwierking
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Abstract:
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We present data comparing an inquiry-based, algebra-based introductory physics course to courses taught traditionally and by interactive engagement. The inquiry-based course was taught in a hands-on, laboratory-based classroom. It was taught without a text, using materials developed explicitly for the algebra-based population, supported by two NSF grants.(1) We present data both from conceptual inventories and written pre- and post-tests administered to all of the classes.
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Footnotes:
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(1)arXiv:physics/0702247v1 supported by CCLI #9981031 and CCLI-EMD #0088780.
This project is supported by the NIH grant 5RC1GM090897-02.
Sponsored by Beth Thacker.
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