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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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6:00PM - 6:45PM
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Author:
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May Lee, University of Colorado - Boulder
2197944559, may.lee@colorado.edu
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Co-Author(s):
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Melissa Dancy, Charles Henderson, Eric Brewe
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Abstract:
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Although nearly two decades of research documents the potential positive impact of research-based reforms on conceptual understanding, the American Institute of Physics found that less than 30% of high school physics teachers in the U.S. enact reforms in their classrooms. One of the more successfully disseminated reforms is Modeling Instruction. Students taught by expert modeling teachers have gains on the Force Concept Inventory that are at least 30% greater than the students taught through traditional instruction. Our primary research question is "Why has this reform been relatively successful?" We interviewed five people who played critical roles in the development of Modeling Instruction. In this poster, we discuss significant aspects of the reform that led to its successes and constraints as identified in the interviews.
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Footnotes:
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None
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