Lessons from a large-scale assessment: Results from conceptual inventories

We report conceptual inventory results of a large-scale assessment project at a large university. We studied the introduction of materials and instructional methods informed by physics education research (PER) (physics education research-informed materials) into a department where most instruction has previously been traditional and a significant number of faculty are hesitant, ambivalent, or even resistant to the introduction of such reforms. Data were collected in all of the sections of both the large algebra- and calculus-based introductory courses for a number of years employing commonly used conceptual inventories. Results from a small PER-informed, inquiry-based, laboratory-based class are also reported. Results suggest that when PER-informed materials are introduced in the labs and recitations, independent of the lecture style, there is an increase in students’ conceptual inventory gains. There is also an increase in the results on conceptual inventories if PER-informed instruction is used in the lecture. The highest conceptual inventory gains were achieved by the combination of PER-informed lectures and laboratories in large class settings and by the hands-on, laboratory-based, inquiry-based course taught in a small class setting.

Figure 1

Algebra-based FCI normalized gain by laboratory and teaching style. The data are listed by laboratory/teaching style ($N=\text{number}$ of students) percentage total grade allotted to laboratories plus recitation. Lab styles are labeled by traditional (T), Real Time Physics (RT), combination RT and T (RT-T), developed at the University of Illinois (IL), and locally written PER-informed (PER). The lecture teaching styles are labeled by traditional lecture (TL), PER-informed lecture (PERL), and inquiry-based instruction (INQ). Honors sections are labeled with an $H$.

Figure 2

Calculus-based FCI normalized gain by laboratory and teaching style. The data are listed by laboratory/teaching style ($N=\mathrm{number}$ of students) percentage total grade allotted to laboratories plus recitation. Lab styles are labeled by traditional (T), Real Time Physics (RT), combination RT and T (RT-T), developed at the University of Illinois (IL), and locally written PER-informed (PER). The lecture teaching styles are labeled by traditional lecture (TL), PER-informed lecture (PERL), and inquiry-based instruction (INQ). Honors sections are labeled with an $H$.

Figure 3

Algebra-based MBT post by laboratory and teaching style. The data are listed by laboratory/teaching style ($N=\mathrm{number}$ of students) percentage total grade allotted to laboratories plus recitation. Lab styles are labeled by traditional (T), Real Time Physics (RT), combination RT and T (RT-T), developed at the University of Illinois (IL), and locally written PER-informed (PER). The lecture teaching styles are labeled by traditional lecture (TL), PER-informed lecture (PERL), and inquiry-based instruction (INQ). Honors sections are labeled with an $H$.

Figure 4

Calculus-based MBT post by laboratory and teaching style. The data are listed by laboratory/teaching style ($N=\mathrm{number}$ of students) percentage total grade allotted to laboratories plus recitation. Lab styles are labeled by traditional (T), Real Time Physics (RT), combination RT and T (RT-T), developed at the University of Illinois (IL), and locally written PER-informed (PER). The lecture teaching styles are labeled by traditional lecture (TL), PER-informed lecture (PERL), and inquiry-based instruction (INQ). Honors sections are labeled with an $H$.

Figure 5

Algebra-based BEMA normalized gain by laboratory and teaching style. The data are listed by laboratory and teaching style ($N=\mathrm{number}$ of students) percentage total grade allotted to laboratories plus recitation. Lab styles are labeled by traditional (T), Real Time Physics (RT), combination RT and T (RT-T), developed at the University of Illinois (IL), and locally written PER-informed (PER). The lecture teaching styles are labeled by traditional lecture (TL), PER-informed lecture (PERL), and inquiry-based instruction (INQ). Honors sections are labeled with an $H$.

Figure 6

Calculus-based BEMA normalized gain by laboratory and teaching style. The data are listed by laboratory or teaching style ($N=\mathrm{number}$ of students) percentage total grade allotted to laboratories plus recitation. Lab styles are labeled by traditional (T), Real Time Physics (RT), combination RT and T (RT-T), developed at the University of Illinois (IL), and locally written PER-informed (PER). The lecture teaching styles are labeled by traditional lecture (TL), PER-informed lecture (PERL), and inquiry-based instruction (INQ). Honors sections are labeled with an $H$.

Figure 7

Calculus and algebra-based CSEM normalized gain by laboratory and teaching style. The data are listed by laboratory or teaching style ($N=\mathrm{number}$ of students) percentage total grade allotted to laboratories plus recitation. Lab styles are labeled by traditional (T), Real Time Physics (RT), combination RT and T (RT-T), developed at the University of Illinois (IL), and locally written PER-informed (PER). The lecture teaching styles are labeled by traditional lecture (TL), PER-informed lecture (PERL), and inquiry-based instruction (INQ). Honors sections are labeled with an $H$.