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U N I V E R S I T Y O F P I T T S B U R G H |
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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U N I V E R S I T Y O F P I T T S B U R G H |
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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Web-based Video Tutorials for Introductory Physics Students
Singh’s perceptions of physics students’ preparation in the area of problem solving inspired the project. She found that students had little training in systematic problem solving. “The kind of reasoning and problem-solving methods that are usually learned and employed in everyday life are not systematic or rigorous,” Singh asserts. This approach, she points out, does not necessarily help undergraduates succeed in physics: “Although such hap- hazard methods may have little measurable negative consequences in the everyday domain, they are insufficient to deal with the complex chain of reasoning and flexible problem solving that is required in the relatively precise scientific domain.” To address this inadequacy in students’ preparation, Singh developed a series of Web-based video programs for use in introductory physics classes. “Cognitive research,” she points out, “indicates that using visual tools, e.g., videos, often can be more effective than presenting the same information on paper.” Using Tegrity software, which can be viewed in both Internet and DVD formats, Singh’s video applications take students step-by-step through problem-solving processes. Physics problems are presented, and students learn (at their own pace) to evaluate the problem and devise efficient ways to solve it. The video tutorials are “flexible and adaptable enough to meet the needs of a wide variety of students.” Undergraduates explore “model problems” that will help them solve other problems they will encounter. During the coming year, Singh will create 15 more videos covering both algebra- and calculus-based, introductory physics courses. Although the videos will focus on topics in mechanics, electricity, and magnetism, they also will be useful to students in pre-med or engineering, for example, where mathematics problem-solving skills are important. To ensure relevance and currency, Singh will assiduously evaluate and improve the project: “You have to keep modifying until you say ‘Yes, this is the final product.’” | |||||||||||||||||
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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