Toward equity through participation in Modeling Instruction in introductory university physics

Authors

Eric Brewe, Department of Teaching & Learning and Department of Physics, Florida International UniversityFollow

Date of this Version

5-20-2010

Document Type

Article

Abstract

We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International University (FIU), a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women). This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI) and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C− or better) by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p

Creative Commons License

This work is licensed under a Creative Commons Attribution 3.0 License.

Comments

This article was originally published in DOAJ Physics Education Research 6, 2010.

Recommended Citation

Brewe, Eric, "Toward equity through participation in Modeling Instruction in introductory university physics" (2010). Department of Physics. 4.
https://digitalcommons.fiu.edu/physics_fac/4