Developing tutorials for advanced physics students : processes and lessons learned
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When education researchers describe newly developed curricular materials, they typically concentrate on the research base behind their design, and the efficacy of the final products, but do not highlight the initial stages of creating the actual materials. With the aim of providing useful information for faculty engaged in similar projects, we describe here our development of a set of in-class tutorials for advanced undergraduate electrodynamics students, and discuss factors that influenced their initial design and refinement. Among the obstacles to be overcome was the investigation of student difficulties within the short time frame of our project, and devising ways for students to engage in meaningful activities on advanced-level topics within a single 50-minute class period. We argue for a process that leverages faculty experience and classroom observations, and present several guidelines for tutorial development and implementation in upper-division physics classrooms.
Baily , C , Dubson , M & Pollock , S 2014 , Developing tutorials for advanced physics students : processes and lessons learned . in 2013 Physics Education Research Conference : Part of the PER Conference series . American Institute of Physics , Melville, NY, USA , pp. 61-64 , Physics Education Research Conference 2013 , Portland, Oregon, USA , United Kingdom , 17-18 July . DOI: 10.1119/perc.2013.pr.003conference
2013 Physics Education Research Conference
Published by the American Association of Physics Teachers under a Creative Commons Attribution 3.0 license. Further distribution must maintain attribution to the article’s authors, title, proceedings citation, and DOI.
Supported by the University of Colorado and NSF-CCLI grant #1023028.
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