arXiv subjects

Eric Brewe

Publications and source records attributed to Eric Brewe.

23 records · Page 2Linked to original sources

arXiv2014

An equity investigation of attitudinal shifts in introductory physics

We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. This work expands upon previous studies that reported consistently positive attitude shifts in UMI courses; here, we disaggregate the data by gender and ethnicity to look for any disparities in the pattern of favorable shifts. We find that women and students from statistically underrepresented ethnic groups are equally supported on this attitudinal measure, and that this result holds even when interaction effects of gender and ethnicity are included. We conclude with suggestions for future work in UMI courses and for attitudinal equity investigations generally.

physics.ed-ph↗

arXiv2013

Extending positive C-LASS results across multiple instructors and multiple classes of Modeling Instruction

We report on a multi-year study of student attitudes measured with the Colorado Learning Attitudes about Science Survey (CLASS) in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six instructors and eight of nine sections using Modeling Instruction showed significantly improved attitudes from pre to post-course. Cohen's d effect sizes range from 0.08 - 0.95 for individual instructors. The average effect was d = 0.45, with a 95% confidence interval of (0.26 - 0.64). These results build on previously published results showing positive shifts in attitudes from Modeling Instruction classes. We interpret these data in light of other published positive attitudinal shifts and explore mechanistic explanations for similarities and differences with other published positive shifts.

physics.ed-ph↗

arXiv2012

Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center

Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. Finn and Rock [1] link the academic and social integration of students to increased rates of retention. We utilize social network analysis to quantify interactions in Florida International University's Physics Learning Center (PLC) that support the development of academic and social integration,. The tools of social network analysis allow us to visualize and quantify student interactions, and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors which contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of supportive learning community.

physics.ed-ph↗

arXiv2007

Impacts of real-time data collection on introductory algebra-based physics

Including real-time data collection technology is a common practice to upgrade physics labs, and the assumption is such technology improves student learning, yet little has been done to demonstrate the effects of technology. Specific activities have been shown to be enhanced by technology, but the effects on the class as a whole has been left unexplored. This paper investigates the effects of technology on two algebra based introductory physics classes. In this paper, we use FCI, MPEX, surveys, and ethnographies to document the improvement in learning as real-time data collection technology is incorporated into a modeling physics class. The two classes examined differed only in the inclusion of technology. The results found were significant. Students in the class with high technology were found to have learned more than students in the class with no technology. This paper explores the gains in learning and relates them directly to the addition of technology.

physics.ed-ph↗

arXiv2006

Modeling theory applied; modeling instruction in university physics

The modeling theory of instruction is widely applied and highly successful in high-school instruction, and seldom in university physics. One reason is lack of familiarity with models in the physics classroom. Ongoing curriculum development has initiated application of modeling theory at the university level. This paper describes a university physics class as it progresses through a modeling cycle, including model development, application and adaptation, extension, and revision in an effort to reify the role of models in a class. Benefits of modeling instruction are identified and include effective knowledge organization and consistency with accepted scientific practice.

physics.ed-ph↗