Developing tutorials for advanced physics students: processes and lessons learned

Charles Baily, Michael Dubson, Steven Pollock

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Downloads (Pure)

Abstract

When education researchers describe newly developed curricular materials, they typically concentrate on the research base behind their design, and the efficacy of the final products, but do not highlight the initial stages of creating the actual materials. With the aim of providing useful information for faculty engaged in similar projects, we describe here our development of a set of in-class tutorials for advanced undergraduate electrodynamics students, and discuss factors that influenced their initial design and refinement. Among the obstacles to be overcome was the investigation of student difficulties within the short time frame of our project, and devising ways for students to engage in meaningful activities on advanced-level topics within a single 50-minute class period. We argue for a process that leverages faculty experience and classroom observations, and present several guidelines for tutorial development and implementation in upper-division physics classrooms.
Original languageEnglish
Title of host publication2013 Physics Education Research Conference
Subtitle of host publicationPart of the PER Conference series
Place of PublicationMelville, NY, USA
PublisherAmerican Institute of Physics
Pages61-64
Number of pages4
ISBN (Print)978-1-931024-22-8
DOIs
Publication statusPublished - 1 Feb 2014
EventPhysics Education Research Conference 2013 - Portland, Oregon, USA, United Kingdom
Duration: 17 Jul 201318 Jul 2013

Conference

ConferencePhysics Education Research Conference 2013
Country/TerritoryUnited Kingdom
CityPortland, Oregon, USA
Period17/07/1318/07/13

Keywords

  • Physics education research
  • Advanced electrodynamics
  • Active learning
  • Course transformation

Fingerprint

Dive into the research topics of 'Developing tutorials for advanced physics students: processes and lessons learned'. Together they form a unique fingerprint.

Cite this