[Phys-L] Re: Goals of the Introductory Course

[Joseph Bellina <jbellina@SAINTMARYS.EDU>]

Sadly, I don't believe the ability to solve a problem or set of
problems, no matter has carefully crafted, will tell you if students
understand the content.  There is lots of data, not just the FCI which
strongly suggests that students can solve the problems at the end of the
chapter and not understand the conceptual content.  I suspect problem
solving is a necessary but not sufficient indicator of learniing.

cheers,

joe

Larry Woolf wrote:

> A. Regarding what students should know:
> The grade 9-12 national science education standards provide a consensus
> framework that may be of use:
> < http://www.nap.edu/readingroom/books/nses/html/6e.html>
>
> B. Regarding the comment by Joe below and an earlier one by John Denker
> "4) Sometimes I find it helpful to work backwards from the final exam.
> Think of a couple of beautiful problems that you would like to put on the
> final, and then ask yourself what you have to teach so that the kids will be
> able to handle those problems."
>
> These ideas are the focus of the book "Understanding by Design" by Grant
> Wiggins and Jay McTighe. They discuss the Backward Design Process:
> 1. Identify desired results
> 2. Determine acceptable evidence
> 3. Plan learning experiences and instruction
> <http://shop.ascd.org/productdisplay.cfm?productid=103055>
> <http://www.ascd.org/portal/site/ascd/menuitem.b66696ac45f924addeb3ffdb62108
> a0c/>
>
> Larry Woolf
> General Atomics
> www.sci-ed-ga.org
> www.ga.com
>
>
> -----Original Message-----
> From: Forum for Physics Educators On Behalf Of Joseph Bellina
> Sent: Wednesday, March 23, 2005 11:22 AM
> Subject: Re: Goals of the Introductory Course
>
> I don't know if anyone has mentioned this, but it seems to me that it is
> important to establish how you will know these goals are met.  Since if you
> can't tell, its not a very useful goal.What data will establish with
> reasonable certainty that your students have achieved the list below?  Some
> may be easy to assess, others may be much more difficult.

--
Joseph J. Bellina, Jr. Ph.D.
574-284-4662, 4968
Saint Mary's College
Dept. of Chemistry and Physics
Notre Dame, IN, 46556
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