Evaluating innovation in studio physics

In 1993, Rensselaer introduced the first Studio Physics course. Two years l ater, the Force Concept Inventory (FCI) was used to measure the conceptual learning gain [g] in the course. This was found to be a disappointing 0.22, indicating that Studio Physics was no more effective at teaching basic New tonian concepts than a traditional course. Our study verified that result, [g(FCI,98)]=0.18+/-0.12(s.d.), and thereby provides a baseline measurement of conceptual learning gains in Studio Physics I for engineers. These low g ains are especially disturbing because the studio classroom appears to be i nteractive and instructors strive to incorporate modern pedagogies. The goa l of our investigation was to determine if incorporation of research-based activities into Studio Physics would have a significant effect on conceptua l learning gains. To measure gains, we utilized the Force Concept Inventory and the Force and Motion Conceptual Evaluation (FMCE). In the process of p ursuing this goal, we verified the effectiveness of Interactive Lecture Dem onstrations [[g(FCI)] =0.35+/-0.06(s.d.) and [g(FMCE)]=0.45+/-0.03 (s.d.)] and Cooperative Group Problem Solving ([g(FCI)]=0.36 and [g(FMCE)]=0.36), a nd examined the feasibility of using these techniques in the studio classro om. Further, we have assessed conceptual learning in the standard Studio Ph ysics course [[g(FCI,98)]=0.18+/-0.12(s.d.) and [g(FMCE,98)] = 0.21+/-0.05 (s.d.)]. In this paper, we will clarify the issues noted above. We will als o discuss difficulties in implementing these techniques for first time user s and implications for the future directions of the Studio Physics courses at Rensselaer. (C) 1999 American Association of Physics Teachers.