Asia-Pacific Forum on Science Learning and Teaching, Volume 3, Issue 1, Article 3(June, 2002)
Wheijen CHANG, Alister JONES and Rainer KUNNEMEYER
Interactive Teaching Approach in Year One University Physics in Taiwan: Implementation and Evaluation
Previous Contents

Reference

  1. eg, R. J. Osborne and M. Wittrock, "The generative learning model and its implications for science education," Studies in Sci. Ed., 12, 59-87 (1985).; P. W. Hewson, "A conceptual change approach to learning science," Eur. J. Sci. Ed. 3 (4) 383-396 (1981).; G. J. Posner, K. A. Strike, P. W. Hewson, and W. A.Gertzog, "Accommodation of a scientific conception: Toward a theory of conceptual change, "Sci. Ed. 66 (2) 211-227 (1982).

  2. S. Hennessy, "Situated cognition and cognitive apprenticeship: implications for classroom learning, "Studies in Sci. Ed. 22 1-41. (1993).; W. M. Roth, C. J. McRobbie, K. B. Kucas, and S. Boutonne, "Why may students fail to learn from demonstrations? A social practice perspective on learning in physics, "J. Res. in Sci. Teach. (1997).; P. H. Scott, H. M. Asoko, and R. H. Driver, Teaching for conceptual change: A review of strategies. In R. Duit, F. Goldberg and H. Niedderer (eds) Research in Physics Learning: Theoretical Issues and Empirical Issues and Empirical Studies. (Proceedings of an International workshop. 310-329, University of Bremen, 1992).

  3. L. McDermott, "How we teach and how students learn- A mismatch?" Am. J. Phys. 61 (4) 295-298 (1993).

  4. R. Gautreau and L. Novemsky, "Concepts first-A small group approach to physics learning," Am. J. Phys. 65 (5) 418-428 (1997).; P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving,"ibid, 60 (7) 627-636 (1992).; D. Meltzer and K. Manivannan, "Promoting in physics lecture classes," The Phys. Teach. 34 (2) 72-76 (1996).; E. F. Redish,"New models of physics instruction based on physics education research: part1 and part 2", Paper Presented in the Proceeding of the Deustchen Physikalischen Gasellschaft Jena Conference. (1996).; L. Springer, M. E. Stanne, and S. Donovan, "Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis," Rev. Ed. Res. 69 (1) 21-52 (1999).

  5. R. Gautreau and L. Novemsky, "Concepts first-A small group approach to physics learning," Am. J. Phys. 65 (5) 418-428 (1997).; R. R. Hake,"Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," ibid, 66 (1) 64-74 (1998).; P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," ibid, 60 (7) 627-636 (1992).; D. Meltzer and K. Manivannan, "Promoting in physics lecture classes," The phys. Teach. 34 (2) 72-76 (1996).

  6. Reference 5.

  7. P. Cottle and G. Hart, "Cooperative learning in the tutorials of a large physics class," Res. Sci. Ed. 26 (2) 219-231 (1996).

  8. eg, M. Prosser and K. Trigwell, "Relations between perceptions of the teaching environment and approaches to teaching," British J. Ed. Psy. 67 (1) 25-35 (1997).; M. Prosser, P. Walker, and R. Millar, "Differences in students' perceptions of learning physics," Phys. Ed. 31 (1) 43-48 (1996).; T. Wubbels and M. Brekelmans, "A comparison of student perceptions of Dutch physics teachers' interpersonal behaviour and their educational opinions in 1984 and 1993," J. Res. Sci. Teach. 34 (5) 447-466 (1997).

  9. eg, I. Halloun, "Views about science and physics achievement: The VASS story," In E. F. Redish and J. S. Ridgen (eds.), The Changing Role of Physics Departments in Modern University (Proceedings of ICUPE. 689-698, American Institute of Physics, 1997).; D. Hammer, "Epistemological considerations in teaching introductory physics," Sci. Ed. 79 (4) 393-413 (1995).; E. F. Redish, J. Saul, and R. N. Steinberg, "Student expectations in introductory physics," Am. J. Phys.66 (3) 212-224 (1998).; R. White, R. Gunstone, E. Elterman, I. Macdonald, B. Mckittrick, D. Mills, and P. Mulhall, "Students' perceptions of teaching and learning in first-year university physics," Res. Sci. Ed. 25 (4) 465-478 (1995).

  10. W. Chang, Improving Teaching and Learning of University Physics in Taiwan (Unpublished D. Phil. Thesis, University of Waikato, Hamilton, 2000).p.151-154

  11. ibid, p.141

  12. W. Chang and B. Bell, "Making content easier or adding more challenge in year one university physics?" Res. in Sci. Ed., 32(1), 81-96 (2002).

  13. J. Amato, "The introductory calculus-based physics textbook," Phys. Today, 49(12), 46-51 (1996).

  14. L. C. Epstein, Thinking Physics is Gedanken Physics (Insight Press,1983), 2nd ed.

  15. eg, E. Mazur, Peer Instruction: A Users' Manual (Prentice Hall, Upper Saddle River, NJ, 1996).

  16. Ref 12.

  17. eg, R. Gautreau and L. Novemsky, "Concepts first-A small group approach to physics learning," Am. J. Phys. 65 (5) 418-428 (1997).; P. Heller, R. Keith, and S. Anderson, "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving," ibid, 60 (7) 627-636 (1992).

  18. Reference 12.

  19. P. Heller and M. Hollabaugh, "Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring group," Am. J. Phys. 60 (7) 637-644 (1992).

  20. eg,. B. Bell, Children's Science, Constructivism and Learning in Science (Geelong: Deakin University, 1993).; A. T. Jones and C. M. Kirk, "Introducing technological applications into the physics classroom: help or hinder for learning?" Int. J. Sci. Ed. 12 (5) 481-490 (1990).; C. J. Linder and G. L. Erickson, "A study of tertiary physics students' conceptualizations of sound," ibid, 11 (5) 491-501 (1989).

  21. eg., J. Walker, The Flying Circus of Physics With Answer (John Wiley & Sons, 1977).; L. C. Epstein,Thinking Physics is Gedanken Physics (Insight Press,1983), 2nd ed.; R. Ehrlich, Turning the World Inside Out (Princeton, NJ: Princeton University Press, 1988).; P. Hewitt, Conceptual Physics (Addison Wesley Longman, 1998), 8th ed.; A. Van Heuvelen, "Overview, case study physics," Am. J. Phys. 59 (10) 898-907 (1991).

  22. R. Gautreau and L. Novemsky, "Concepts first-A small group approach to physics learning," Am. J. Phys. 65 (5) 418-428 (1997).

  23. D. Hestenes and M. Wells, "A mechanics baseline test," The phys. Teach. 30 (3) 159-166 (1992).

  24. A. Banerjee, A. Vidyapati, and T. Vidyapati, "Effect of lecture and cooperative learning strategies on achievement in chemistry in undergraduate classes," Int. J. Sci. Ed. 19 (8) 903-910 (1997).

  25. eg, R. R. Hake, "Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66 (1) 64-74 (1998).; J. Mackin, "A creative approach to physics teaching," Phys. Ed. 31 (4), 199-202 (1996).

  26. D. Meltzer and K. Manivannan, "Promoting in physics lecture classes," The phys. Teach. 34 (2) 72-76 (1996).

  27. eg, P. R. Pintrich, R. W. Marx, and R. A. Boyle, "Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change," Rev. Ed. Res. 63 (2) 167-199 (1993).; W. M. Roth, C. J. McRobbie, K. B. Kucas, and S. Boutonne, "Why may students fail to learn from demonstrations? A social practice perspective on learning in physics," J. Res. Sci. Teach. (1997).; P. Scott, "An analysis of science classroom talk in terms of the authoritative and dialogic nature of the discourse," Paper Presented to the National Association of Research in Education, Boston, USA (1999).

  28. W. Chang (2001), "Perceptions of Teaching and Learning in Year One University Physics in Taiwan： Students' and Professors' Perspectives." Asia-Pacific Forum on Science Learning and Teaching, 2(1) On-line journal
    http://www.ied.edu.hk/apfslt/v2_issue1/changwj/

  29. The ITP class was with the same major as the class of Traditional A, where the students had similar background, while the students in Traditional B possessed stronger background.

  30. The gain percentage is based on Hake's (1997) definition:
    Gain percentages = (post score - pre score)/(100 - pre score) 
    Gain percentage indicates what the students have obtained in relation to what they did not previously understand, as indicated by the pre-test. R. R. Hake, "Evaluating conceptual gains in mechanics: A six thousand student survey of test data," In E. F. Redish and J. S. Ridgen (eds.), The Changing Role of Physics Departments in Modern University (Proceedings of ICUPE. 689-698, American Institute of Physics, 1997).

  31. The numbers indicate the students in post-test. The numbers of pre-test are slightly different from those in post-test with differences of +/-5.

  32. L. J. Rennie and K. F. Punch, "The relationship between affective and achievement in science," J. Res. Sci. Teach. 28 (2) 193-209 (1991).

  33. eg., J. S. Ridgen, P. F. Holcomb, and R. Di Stefano, "The introductory university physics project," Phys. Today, 46(4), 32-37 (1993).; S. Tobias, and R. R. Hake, "Professors as physics students: What can they teach us?" Am. J. Phys., 56(9), 786-794 (1988). 

  34. eg. D. Mills, B. McKittrick, P. Mulhall, and S. Feteris, "CUP: cooperative learning that works. Phys. Ed.,"34 (1) 11-15 (1999).; R. Gautreau and L. Novemsky, "Concepts first-A small group approach to physics learning," Am. J. Phys. 65 (5) 418-428 (1997).; L. Springer, M. E. Stanne, and S. Donovan, "Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis," Rev. Ed. Res. 69 (1) 21-52 (1999).

  35. eg., J. R. Baird, "Improving learning through enhancing metacognition: A classroom study," Eur. J. Sci. Ed. 8 (3), 263-282 (1986).; J. G. Donald, "Professors' and students' conceptions of the learning task in introductory physics courses," J. Res. Sci. Teach. 30 (8) 905-918 (1993).; R. White, R. Gunstone, E. Elterman, I. Macdonald, B. Mckittrick, D. Mills, and P. Mulhall, "Students' perceptions of teaching and learning in first-year university physics," Res. Sci. Ed. 25 (4) 465-478 (1995).

  36. Reference 28.

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