Computer Science – Learning
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20918907a&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #189.07; Bulletin of the American Astronomical Society,
Computer Science
Learning
Scientific paper
Although strongly recommended, high school physics or an equivalent course is not listed as a requirement to enter the science programs at Ryerson University where all students are required to complete a common first year. As a result, the single introductory physics course combines the students who took high school physics, and those who did not, with an approximate split of 60% versus 40%, respectively. The presence of these two distinctive groups in same class allows exploring the question of how the previous exposure to high school physics influences the learning outcomes in the university introductory physics courses, as measured by the standard tests (FCI) and by the final course grades. The challenges of having two student groups with very different needs in one class and the measures to close the gap will be discussed as well.
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