Physics – Physics Education
Scientific paper
2004-08-06
Shortened and updated version is published in The Physics Teacher, 43, 594-597 (2005)
Physics
Physics Education
7 pages, 2 figures, submitted to the Physics Teacher
Scientific paper
10.1119/1.2136456
Acquiring the mathematical, conceptual, and problem-solving skills required in university-level physics courses is hard work, and the average student often lacks the knowledge and study skills they need to succeed in the introductory courses. Here we propose a new pedagogical model and a straight-forwardly reproducible set of internet-based testing tools. Our work to address some of the most important student deficiencies is based on three fundamental principles: balancing skill level and challenge, providing clear goals and feedback at every stage, and allowing repetition without penalty. Our tools include an Automated Mathematics Evaluation System (AMES), a Computerized Homework Assignment Grading System (CHAGS), and a set of after-homework quizzes and mini-practice exams (QUizzes Intended to Consolidate Knowledge, or QUICK). We describe how these tools are incorporated into the course, and present some preliminary results on their effectiveness.
Mershin Andreas
Novikova Irina
Toback David
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