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Title:
Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction
Authors:
Ambrose, Bradley S.
Affiliation:
Department of Physics, 125 Padnos Hall, Grand Valley State University, Allendale, Michigan 49401
Publication:
American Journal of Physics, Volume 72, Issue 4, pp. 453-459 (2004).
Publication Date:
04/2004
Origin:
AIP
PACS Keywords:
Educational aids, Course design and evaluation, General theory of classical mechanics of discrete systems, Operational calculus
Abstract Copyright:
(c) 2004: American Association of Physics Teachers.
DOI:
10.1119/1.1648684
Bibliographic Code:
2004AmJPh..72..453A

Abstract

The conceptual understanding and reasoning skills of advanced undergraduates as they make the transition from a traditional sequence in introductory calculus-based physics to their first course in upper-level mechanics are probed. The results thus far are consistent with findings from other investigations in upper-division courses, which indicate that persistent difficulties with fundamental concepts can hinder meaningful learning of advanced topics. To address this problem, the tutorial approach developed at the University of Washington has been adapted and incorporated into the intermediate mechanics course at Grand Valley State University. This modification has produced promising results.
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Database: Astronomy
Physics
arXiv e-prints