Document Type

Article

Publication Date

July 2017

Publication Title

Physics Education Research Conference Proceedings

First Page

292

Last Page

295

DOI

10.1119/perc.2017.pr.068

Disciplines

Physics | Science and Mathematics Education

Abstract

We have recently described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at UC Davis and argued that the course was more successful than its predecessor (Physics 5) by several measures. Now we examine the effects of these courses for different student ethnic groups. We find that, compared to Physics 5, students of most ethnic backgrounds were more successful in CLASP. We also find that students from ethnic groups underrepresented in STEM who took the CLASP course were more likely to graduate as STEM majors. We discuss possible features of CLASP that might explain these results.

Comments

Published by the American Association of Physics Teachers under a Creative Commons Attribution 3.0 license.Further distribution must maintain attribution to the article’s authors, title, proceedings citation, and DOI.
Presented at the Physics Education Research Conference 2017, Cincinnati, OH: July 26-27, 2017. This article can also be found online at this link.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

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