In an introductory physics sequence with a large enrollment of premedical students, traditional recitation sessions were replaced by Tutorials in Introductory Physics, developed by the Physics Education Group at the University of Washington. Initially, summative test scores (as well as FCI scores) dramatically increased, but so did student complaints and workload. Both effects decreased over time. The paper discusses issues that instructors should consider when contemplating implementation of the tutorials.
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© 2010 American Association of Physics Teachers.
2010
American Association of Physics Teachers
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