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Teaching physics novices at university: A case for stronger scaffolding

Lindstrøm, Christine; Sharma, Manjula D.
Journal article, Peer reviewed
Published by the american physical society under the terms of the creative commons attribution 3.0 license. further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and d o i.
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URI
https://hdl.handle.net/10642/951
Date
2011-06-03
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  • LUI - Institutt for grunnskole- og faglærerutdanning [600]
Original version
Lindstrøm, C. & Sharma, M.D. (2011). Teaching physics novices at university: A case for stronger scaffolding. Physical Review Special Topics : Physics Education Research, 7 (1),   http://dx.doi.org/10.1103/PhysRevSTPER.7.010109
Abstract
In 2006 a new type of tutorial, called Map Meeting, was successfully trialled with novice first year

physics students at the University of Sydney, Australia. Subsequently, in first semester 2007 a large-scale

experiment was carried out with 262 students who were allocated either to the strongly scaffolding Map

Meetings or to the less scaffolding Workshop Tutorials, which have been run at the University of Sydney

since 1995. In this paper we describe what makes Map Meetings more scaffolding than Workshop

Tutorials—where the level of scaffolding represents the main difference between the two tutorial types.

Using a mixed methods approach to triangulate results, we compare the success of the two with respect to

both student tutorial preference and examination performance. In summary, Map Meetings had a higher

retention rate and received more positive feedback from students—students liked the strongly scaffolding

environment and felt that it better helped them understand physics. A comparison of final examination

performances of students who had attended at least 10 out of 12 tutorials revealed that only 11% of Map

Meeting students received less than 30 out of 90 marks compared to 21% of Workshop Tutorial students,

whereas there were no differences amongst high-achieving students. Map Meetings was therefore

particularly successful in helping low-achieving novices learn physics.
Publisher
American Physical Society
Series
Physical Review Special Topics : Physics Education Research;7 (1)

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