Students perceptions on effectiveness of pedagogical resources in two introductory calculus based physics courses
Research on students' perceptions of resources in general and in Physics Education in particular shows that students improve their conceptual knowledge and problem-solving skills by use interactive methods, textbook, class lectures, lab experiments and by the use of technology. Research of Physics Education group's shows that students develop and improve their conceptual knowledge and problem-solving skills by use of micro-computer based laboratories, more active, inquiry based way of learning, more interaction with faculty and active collaboration with peers. In this study, students' perceptions on effectiveness of different resources to help them in improving their understanding of physics concepts and problem-solving skills were studied by means of a questionnaire. The survey was administered to students in two first and second calculus based Physics classes. The classes consisted of both male and female students. The students had English, Spanish and others as first languages. The results showed that in one class, a large number of students considered class lectures to be most helpful in improving their conceptual knowledge and problem-solving skills compared to other resources and in the other, the students considered text books to be more helpful in improving their conceptual knowledge and problem solving skills compared to other resources. The results were independent of gender and first language. It was concluded that the students considered class lectures and textbook to be more useful compared to other resources such as ActivPhyscis, Mastering Physics and The University of Washington Tutorials in improving their conceptual knowledge and problem-solving skills. ^
Physics, General|Education, Higher
Peri, Kalyani Poornima, "Students perceptions on effectiveness of pedagogical resources in two introductory calculus based physics courses" (2005). ETD Collection for University of Texas, El Paso. AAI1430235.