Pre-service teachers' experience with Khan Academy in introductory physics

Lindstrøm, Christine; Gray, James
Journal article, Peer reviewed
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https://hdl.handle.net/10642/5956
Date
2017-07
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Lindstrøm C, Gray J. Pre-service teachers' experience with Khan Academy in introductory physics. Physics Education Research Conference Proceedings. 2017   http://dx.doi.org/10.1119/perc.2017.pr.057
Abstract
As a novel approach to the longstanding issue of how to help all students effectively learn and utilize math in physics, we integrated the free online mathematics learning system Khan Academy (KA) into introductory physics for pre-service teachers. Two focus group interviews (N=11) were conducted: one group had shown significant improvement on a math diagnostic test and the other had not. Thematic analysis revealed that the way KA was integrated into the course fostered internalization of the motivation for using KA; students displayed variability in depth of cognitive engagement in response to the feedback mechanism in KA; and KA helped students get into a ‘mathematical mindset,’ which enabled some students to forge deeper connections between math and physics. We also suggest fruitful avenues for further research on this longstanding issue in PER.
Publisher
American Association of Physics Teachers
Series
Physics Education Research Conference Proceedings;PERC 2017
Journal
Physics Education Research Conference Proceedings
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. As of May 1, 2013, all future PERC Proceedings papers will be made available under Creative Commons Attribution 3.0 License (CC-BY) licenses. The effect of this change will be that CC-BY permits copying, transmission, and distribution of papers plus adaptation and reuse, as long as proper credit is given. It also eliminates the need to have a transfer of copyright agreement as the author of the paper maintains the copyright.
Except where otherwise noted, this item's license is described as 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. As of May 1, 2013, all future PERC Proceedings papers will be made available under Creative Commons Attribution 3.0 License (CC-BY) licenses. The effect of this change will be that CC-BY permits copying, transmission, and distribution of papers plus adaptation and reuse, as long as proper credit is given. It also eliminates the need to have a transfer of copyright agreement as the author of the paper maintains the copyright.