Using the Force Concept Inventory to monitor student learning and to plan teaching

Antti Savinainen · Philip Scott

124 citations0/0 files storedPhysics Education

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Science Education and Pedagogy Educational Methods and Outcomes Innovative Teaching Methods

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.

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1998Assessment and Classroom Learning 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses 1984Learning How to Learn 1992Force concept inventory 2001Peer Instruction: Ten years of experience and results 1995Interpreting the force concept inventory: A response to March 1995 critique by Huffman and Heller 1998Teacher Talk and Meaning Making in Science Classrooms: a Vygotskian Analysis and Review 1991Overview, Case Study Physics

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2010Force Concept Inventory-based multiple-choice test for investigating students’ representational consistency 2012Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning 2004Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating an instructional sequence for Newton's third law 2007The Force Concept Inventory as a Measure of Students Conceptual Coherence 2008Developing, Evaluating and Demonstrating the Use of a Conceptual Survey in Mechanical Waves

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