Replicating and understanding successful innovations: Implementing tutorials in introductory physics

By Noah Finkelstein, S. Pollock. 2005

158 citations recorded by the source corpus.

We report a detailed study of the implementation of Tutorials in Introductory Physics at a large-scale research institution. Based on two successive semesters of evaluation, we observe students’ improved conceptual mastery force and motion concept evaluation median normalized gain 0.77, N = 336, albeit with some student discontent. We replicate the results of original studies of tutorial effectiveness and document how and why these results occur. Additionally, using the Colorado Learning Attitudes about Science Survey we measure the support of students’ expertlike beliefs about learning physics in our environment. We examine this implementation from a viewpoint that emphasizes varying contextual levels of this implementation, from students’ engagement in individual tasks, to the situations in which these tasks are embedded, to the broader classroom, departmental, and educational structures. We document both obvious and subtle features that help ensure the successful implementation of these reforms.

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/f702297f2aca917684cce1a90a3cdd45002521e0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jennifer Docktor
2. Jose P. Mestre

In Media Technology

1. Jose P. Mestre
2. Jennifer Docktor

Citations in the corpus

• Synthesis of Discipline-Based Education Research in Physics. (2014, background): “Although students reported they viewed tutorials as useful and they liked working in groups, very few (20%) said they enjoy tutorials [303].”