The
University of Maryland
Physics Education Research Group
A Theoretical Frame for Education
Physical reasoning maps primitives onto situations
Organization of Long-Term Memory: Schemas
The Impact on Goals and Methods
The Meta-Level is also Structured.
Epistemological Resources: Expectations and Frames
Changing the Nature of Classroom Discourse: Adding Epistemology to ILDs
Interactive Lecture Demonstrations
Modifying the Meta-Message in an ILD
The trouble with traditional “end-of-chapter” problems
A More Complex view of Problem Solving
Adding reality to representations
Some
Non-Traditional
Physics Problems
A representation translation problem
A real-world conceptual problem
A context-based reasoning problem
Responses
of
traditional students
Responses
of our
“new and improved” students
Overall Results: Large Universities (M)
MPEX Results in Metaclass Trial
Some
notable MPEX gains
(N = 60; F = disagree)
Algebra-based (’00) Calc-based (’95)
Fractional gains on conceptual test of Newtonian mechanics