Interactive engagement in an introductory university physics course: Learning gains and perceptions

At Kansas State University we have altered our calculus-based introductory physics course to create the New Studio format for teaching fundamental physics to large undergraduate classes. This format retains the large lecture component but combines recitation and laboratory instruction into the New Studio. Studio is composed of 40 students working in groups of four at tables equipped with modern instructional technology and other apparatus. The group setting allows for peer instruction and development of group skills. Each sequence of the course begins with a traditional lecture to economically introduce students to new ideas, with an emphasis on physics concepts, followed the next day by Studio, an integration of simple experiments/demonstrations with corresponding problems from the previous night's homework set. This sequence occurs twice each week. In this way, problem solving and analysis activities are built into the context of the real, hands-on demonstrations.; The purpose of this study was to ascertain the perceptions of the students and instructors concerning the change from the traditional format to an interactive-engagement format as well as to determine the conceptual gains that the students may have made. To address these questions, open-ended and Lickert scale question surveys were developed and administered to all students enrolled in the courses in the new format. In addition, students volunteered to be interviewed, on an individual basis, throughout the semester, and all instructors involved in the teaching of the courses were interviewed. Finally, conceptual surveys were administered, pre- and post-instruction to evaluate learning gains.; The results of this study show that the students find the interactive-engagement method of learning physics to be a positive experience. They liked the integration of homework and laboratory activities, working in groups, and having the opportunity to interact, individually, with instructors. The instructors also considered the new format to be a positive change for similar reasons. The comparison of the pre- and post-instruction surveys indicated that the students made significant conceptual gains in the new format. In light of these results, it is evident that Studio has made a positive impact on the introductory, calculus-based physics course at Kansas State University.