Supporting physics instructors to use a variety of evidence-based approaches to improve student learning: An example from quantum mechanics

Abstract

Physics instructors need support to successfully adopt and adapt evidence-based active engagement (EBAE) approaches because improving teaching and learning is a process and support is needed to ensure that they do not get disheartened if a particular EBAE approach does not produce the desired outcome. The instructors not only need support to refine their implementation of a specific EBAE approach to make them effective, but also to use a variety of EBAE methods to improve student learning. Here we illustrate how, with appropriate support, a quantum mechanics instructor did not give up when an EBAE approach involving implementation of a sequence of clicker questions on addition of angular momentum did not yield expected learning outcomes. The support ensured that the instructor remained optimistic and used another EBAE method that did not require him to spend more time in class on this topic. In particular, the instructor created an opportunity for students to productively struggle with the same problems (they had not performed well on after clicker questions) by giving them grade incentives to correct their mistakes outside of class. Student performance on one of the addition of angular momentum problems posed on the final exam suggests that students who corrected their mistakes benefited from the task and learned about addition of angular momentum better than those who did not correct their mistakes. Encouraging and supporting physics instructors can even be accomplished using an online community of physics educators. This type of support can go a long way in helping students learn physics because it is likely to increase their persistence in using various EBAE approaches as they refine their implementation to suit their students as well as their own instructional style.