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Peer reviewed
Direct linkZhang, Ping; Ding, Lin; Mazur, Eric – Physical Review Physics Education Research, 2017
This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU) in China. In this study we examined the attitudes and beliefs of science majors (n = 441) in four classes, one taught using traditional (lecture) teaching methods, and the other three…
Descriptors: Peer Teaching, Physics, Science Instruction, College Science
Ding, Lin; Zhang, Ping – Physical Review Physics Education Research, 2016
Previous literature on learners' epistemological beliefs about physics has almost exclusively focused on analysis of university classroom instruction and its effects on students' views. However, little is known about other populations or factors other than classroom instruction on learners' epistemologies. In this study, we used a cross-sequential…
Descriptors: Epistemology, Physics, Science Teachers, Science Instruction
Ding, Lin; Caballero, Marcos D. – Physical Review Special Topics - Physics Education Research, 2014
In a recent study, Caballero and colleagues conducted a large-scale evaluation using the Force Concept Inventory (FCI) to compare student learning outcomes between two introductory physics curricula: the Matter and Interactions (M&I) mechanics course and a pedagogically-reformed-traditional-content (PRTC) mechanics course. Using a conventional…
Descriptors: Science Instruction, Physics, Scientific Concepts, Mechanics (Physics)
Ding, Lin; Chabay, Ruth; Sherwood, Bruce – Journal of Research in Science Teaching, 2013
We investigated students' conceptual learning of energy topics in an innovative college-level introductory mechanics course, entitled Matter & Interactions (M&I) Modern Mechanics. This course differs from traditional curricula in that it emphasizes application of a small number of fundamental principles across various scales, involving…
Descriptors: Energy, Scientific Concepts, Introductory Courses, Mechanics (Physics)
Kohlmyer, Matthew A.; Caballero, Marcos D.; Catrambone, Richard; Chabay, Ruth W.; Ding, Lin; Haugan, Mark P.; Marr, M. Jackson; Sherwood, Bruce A.; Schatz, Michael F. – Physical Review Special Topics - Physics Education Research, 2009
The performance of over 2000 students in introductory calculus-based electromagnetism (E&M) courses at four large research universities was measured using the Brief Electricity and Magnetism Assessment (BEMA). Two different curricula were used at these universities: a traditional E&M curriculum and the Matter & Interactions (M&I)…
Descriptors: Research Universities, Calculus, Introductory Courses, Predictor Variables
Ding, Lin; Reay, Neville W.; Lee, Albert; Bao, Lei – Physical Review Special Topics - Physics Education Research, 2008
Pre-testing and post-testing is a commonly used method in Physics Education Research to assess student learning gains. It is well recognized in the community that timings and incentives in delivering conceptual tests can impact test results. However, it is difficult to control these variables across different studies. As a common practice, a…
Descriptors: Physics, Science Education, Pretests Posttests, Student Evaluation
