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Unformatted text preview: Using the Force Concept Inventory to monitor student learning and to plan teaching This article has been downloaded from IOPscience. Please scroll down to see the full text article. 2002 Phys. Educ. 37 53 (http://iopscience.iop.org/0031-9120/37/1/307) Download details: IP Address: 220.127.116.11 The article was downloaded on 09/06/2009 at 22:58 Please note that terms and conditions apply. The Table of Contents and more related content is available HOME | SEARCH | PACS & MSC | JOURNALS | ABOUT | CONTACT US FEATURES www.iop.org/Journals/PhysEd Using the Force Concept Inventory to monitor student learning and to plan teaching Antti Savinainen 1 and Philip Scott 2 1 Kuopion Lyseo Upper Secondary School, Puijonkatu 18, 70110 Kuopio, Finland 2 Centre for Studies in Science and Mathematics Education, University of Leeds, UK E-mail: email@example.com Abstract This is the second of two papers focusing on the Force Concept Inventory, a multiple-choice test designed to monitor students understanding of force and related kinematics. In this paper we outline how the FCI was used to evaluate student learning following a newly developed approach to teaching mechanics in a Finnish upper secondary school. We believe that this case offers a compelling example of the benefits (in terms of enhanced student learning) that can follow from research- or evidence-based approaches to teaching. Keywords: M; Mech, TLA Introduction This paper provides an account of the development of a new approach to teaching mechanics in a Finnish upper secondary school and demonstrates how the Force Concept Inventory (FCI) (see the preceding paper: Savinainen and Scott 2002) was used both to evaluate this new teaching approach and to analyse the student learning. The teaching was carried out by one of the authors (AS) of this paper, as part of his normal day-to-day physics teaching with a group of 16-year-old students. At present, in the UK and elsewhere, the question is being raised about the extent to which Evidence-based practice in education (Desforges 2001) can lead to the enhancement of gains in student learning. We believe that the work described here can contribute to this debate by demonstrating how insights into research on teaching and learning in mechanics have been drawn upon to revise instructional approaches and to thereby improve student learning. Teaching approach: Interactive Conceptual Instruction (ICI) The teaching approach (which we refer to as Interactive Conceptual Instruction, ICI) was developed to promote conceptual understanding of the force concept and was based on the premise that developing an understanding of mechanics requires an interactive process in which there is opportunity for ideas to be talked through, and thought through, between teacher and students....
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This note was uploaded on 11/23/2011 for the course PHYS 6198 taught by Professor Cohor during the Summer '10 term at LSU.
- Summer '10