1. Physics Education Research
The University of Edinburgh
Time-resolved
student learning
Ross Galloway
Darren Hendrie, Simon Bates, Judy Hardy

2. Physics Education Research
The University of Edinburgh
Motivation – diagnostic testing
Heckler & Sayre, Am. J. Phys. 78 7, July 2010
“What happens between pre- and post-tests: Multiple measurements
of student understanding during an introductory physics course”
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3. Physics Education Research
The University of Edinburgh
What happens between pre- and post-tests?
3

4. Physics Education Research
The University of Edinburgh
What happens between pre- and post-tests?
Heckler & Sayre, Am. J. Phys. 78 7, July 2010
4

5. Physics Education Research
The University of Edinburgh
Workshop sampling
5

6. Physics Education Research
The University of Edinburgh
Assessment instrument
6

7. Physics Education Research
The University of Edinburgh
Score profiles
7

8. Physics Education Research
The University of Edinburgh
Acceleration and velocity vectors
‘No change’
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9. Physics Education Research
The University of Edinburgh
Free Body Diagrams
‘Slow build’
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10. Physics Education Research
The University of Edinburgh
Simple Harmonic Motion
‘Weird’
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11. Physics Education Research
The University of Edinburgh
Conclusions
• Simple models of ‘learning follows instruction’ do not
appear to apply
• Long term and repeated exposure appears
necessary for complete acquisition of ability
• Weirdness is seen – we don’t fully understand this
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12. Physics Education Research
The University of Edinburgh
Acknowledgements:
We gratefully acknowledge departmental development
project grant support from the Higher Education
Academy UK Physical Sciences Centre.
ross.galloway@ed.ac.uk
http://bit.ly/EdPER
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