Abstract
This paper presents a measurement of the time and resources committed to traditional student actions such as reading and working homework. The perception of the educational value of each basic action for both students and faculty is captured. From this information, basic educational efficiencies are computed for a traditional mechanics course and a non-traditional hands-on Electricity and Magnetism course. The calculations show an allocation of resources in the traditional course which uses the most student time in the least educationally valuable activity. The computed efficiencies also show overseen student note-taking as potentially a very valuable general tool. The techniques presented allow any institution to carry out quantitative educational engineering of their course offerings at the highest level.
Similar content being viewed by others
REFERENCES
Jackson, P. W. (1984). “The reform of science education,” Daedalus, 49, 50–53, March.
Halloun, I., and Hestenes, D. (1987). “Modeling instruction in mechanics,” American Journal of Physics, 53, 1056–1065.
Heller, P., Keith, R., and Anderson, S. (1992). “Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving,” American Journal of Physics, 60, 627–636.
Maher, F. (1985). “Pedagogies for the gender-balanced classroom,” Journal of Thought, 20(3), 48–64.
McDermott, L. C. (1990). “Research in computer-based instruction: Opportunity for interaction,” American Journal of Physics, 58, 452–462.
Stewart, G. B. (1997). “Part I: Toward a system of educational engineering for traditional class elements in introductory physics courses.” Journal of Science Education and Technology 6(3), 173–192.
Stewart, G. B., and J. C. Stewart (1997). “Part II: A computationally based modeling system for class elements using formal observer-based experimental connections.” Journal of Science Education and Technology, 6(3), 193–211.
Stewart, G., and Osborn, J. (1998). Closing the gender gap in student confidence: Results from a University of Arkansas physics class, Journal of Women and Minorities in Science and Engineering. 5(1), in press.
Stith, J. H., and Constantine, A. G. (1988). “Writing Better Physics Exams,” The Physics Teacher, 26(3).
Thornton, R. K., and Sokoloff, D. R. (1990). “Learning Motion Concepts Using Real-Time Microcomputer-based Laboratory Tools,” American Journal of Physics, 58, 858–867.
Tipler, P. A. (1991). Physics for Scientists and Engineers, 3rd Ed., Worth Publishers, New York, N.Y.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Stewart, G.B., Stewart, J.C., Slape, S. et al. Optimally Engineering Traditional Introductory Physics Classes. Journal of Science Education and Technology 6, 297–314 (1997). https://doi.org/10.1023/A:1022502211969
Issue Date:
DOI: https://doi.org/10.1023/A:1022502211969