A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms

Hoellwarth, Chance; Moelter, Matthew J.; Knight, Randall D.

doi:doi:10.1119/1.1862633

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American Journal of Physics -- May 2005 -- Volume 73, Issue 5, pp. 459

A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms

Chance Hoellwarth, Matthew J. Moelter, and Randall D. Knight

Department of Physics, California Polytechnic State University, San Luis Obispo, California 93407

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We present data on student performance on conceptual understanding and on quantitative problem-solving ability in introductory mechanics in both studio and traditional classroom modes. The conceptual measures used were the Force Concept Inventory and the Force and Motion Conceptual Evaluation. Quantitative problem-solving ability was measured with standard questions on the final exam. Our data compare three different quarters over the course of 2 years. In all three quarters, the normalized learning gain in conceptual understanding was significantly larger for students in the studio sections. At the same time, students in the studio sections performed the same or slightly worse on quantitative final exam problems. © 2005 American Association of Physics Teachers.