Course Format and Philosophy
Physics 103-104 Philosophy of Teaching and Learning
Educational research in the fields of cognitive science, educational psychology, and curriculum and instruction have thoroughly demonstrated that sustained learning requires students to actively engage with new information, processes and concepts, evaluate them against prior knowledge and experience, and have opportunities to apply knowledge and solve problems in ways that are meaningful to them.
Therefore, the Physics 103-104 instructional team acknowledges that learning is not passive. We are committed to designing and teaching the 103-104 courses that, at their core, provide students opportunities to actively engage with appropriately leveled course content via multi-modal delivery to practice, reflect, and synthesize in all aspects of the course: Whole Class Meetings, Discussion, Lab, and work done outside class meetings. In addition, there is ample research that demonstrate that peer-to-peer interaction promotes critical thinking and strengthens learning experiences. Group work in Discussion and Lab, and peer-to-peer conversations in the Whole Class Meetings plays important roles in the course.
Physics 103-104 Philosophy of Assessment
The Physics 103-104 Philosophy of assessment is a direct reflection of the Physics 103-104 Philosophy of Teaching and Learning. First, we want to encourage peer-to-peer interaction, not competition. Therefore, all students who earn enough points for a grade above the designated cutoff will earn that grade. Grades will not be normed on a curve, but instructors reserve the right to change the grade cutoffs to benefit students.
Second, this course will utilize summative and formative assessment tools. Students will have the opportunity to demonstrate competency on formal exams, weekly homework assignment, and weekly quizzes. However, there is strong evidence that formative assessments are critical tools for learning new content and concepts. Formative assessments provide students with opportunities to practice, reflect, and receive direct and timely feedback and corrections. These include practice problem sets and group work during Discussion, student response questions during Whole Class Meetings, and critical thinking activities during Lab.
