International Journal for the Scholarship of Teaching and Learning
Volume 1, Number 2, 2007
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Abstract
An Exploration into the Use of Manipulatives to Develop Abstract Reasoning in an Introductory Science Course
Classical physics has a long history of using demonstrations and experiments to develop ideas in introductory courses. The purpose of this exploration is to examine the effectiveness of a desk-top activity for helping students develop abstract reasoning. In the pilot exploration, students in three laboratory sections of a single physics course were given different supplemental instructions on development of free body diagrams: standard instruction, system schemas, and a new approach building physical models of those schemas. Students using the physical models avoided common errors made by the other two groups. More importantly, their discussion with a student researcher about developing diagrams showed a deeper understanding of the concepts and less guessing than responses of the control groups. In a subsequent use of this activity with an entire class, similar positive results were found for free body diagrams although the activity did not have an impact on related topics in the course.
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Heidi Fencl
University of Wisconsin-Green Bay
Green Bay, Wisconsin, USA
fenclh@uwgb.edu
My interest in physics education began as a graduate TA at the Ohio State University, and became the focus of my research after I began teaching at Concordia College in Moorhead, Minnesota. I had the invaluable opportunity to direct the University of Wisconsin System Women and Science Program and simultaneously to direct a K-8 Science Outreach program, which introduced me to research from the broad perspective of K-16. I returned to teaching in 2001 and am associate professor of physics at the University of Wisconsin - Green Bay.
My research interests share a theme of involving students in their learning. Many projects include gender as one variable, due to the limited numbers of female physicists. I have looked at effects of teaching strategies on self-efficacy, approaches to problem solving, and students’ use of example problems.
Angie Huenink
Butler University
Indianapolis, Indiana, USA
ahuenink@butler.edu
I graduated from the University of Wisconsin Green Bay with a degree in Human Biology in 2005 and am currently enrolled in the Physicians Assistant program in the College of Pharmacy and Health Services at Butler University. I am vice-president of my class and will graduate in 2008. I spent three weeks in the spring of 2007 in South America on a medical mission trip to provide basic health care services to poor residents of Calca, Peru.