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Location:
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KFC Courts |
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Date:
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Tuesday, Aug.02 |
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Time:
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5:15PM - 6:00PM
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Author:
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Carolin Cardamone, MIT
617-324-2731, cnc@mit.edu
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Co-Author(s):
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Analia Barrantes, Andrew Pawl, Saif Rayyan, Dave Pritchard
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Abstract:
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We present the ongoing implementation and assessment of our Modeling Applied to Problem Solving (MAPS) Pedagogy [1,2]. MAPS helps students develop expert-like problem solving skills. In particular, strategic skill is imparted by specifying the relevant systems and interactions as a guide to selecting the appropriate physical model for solving the problem. After taking a review course in mechanics using the MAPS pedagogy, students show significant improvement in three major categories: 1) problem solving ability measured by a calibrated final exam, 2) attitudes toward science in general (and specifically toward problem solving) measured by the CLASS [3], 3) transfer of problem solving skills to following courses, measured by enhanced exam performance in the subsequent Electricity and Magnetism course. We are expanding the implementation of MAPS in introductory courses inside and outside MIT, and looking for collaborators.
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Footnotes:
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[1] A. E. Pawl, A. Barrantes and D. E. Pritchard, ?Modeling applied to problem solving? in Proceedings of the 2009 Physics Education Research Conference, Ann Arbor, MI, 2009.
[2] S. Rayyan, A. Pawl, , A. Barrantes, R. Teodorescu and D. E. Pritchard, Improved Student Performance in Electricity and Magnetism Following Prior MAPS Instruction in Mechanics, 2010 Physics Education Research Conference Proceedings, edited by S. Rebello, M. Sabella and C. Singh
[3] W. K. Adams, K.K., Perkins, N., Podolefsky, M., Dubson, N., Finkelstein, and C. E. Weiman. A new instrument for measuring student beliefs about physics and learning physics: the Colorado Learning Attitudes about Science Survey. Physical Review Special Topics: Physics Education Research 2(1), 010101, 2006.
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