WHAT IS WORKSHOP PHYSICS?
Workshop Physics is a new method of teaching calculus-based introductory physics without formal
lectures. Instead students learn collaboratively through activities and observations. Observations
are enhanced with computer tools for the collection, graphical display, analysis and modeling
of real data. Typical Workshop Physics classes meet for three two-hour long sessions each week
and students use an Activity Guide
published by John Wiley & Sons.
THE WORKSHOP PHYSICS PROJECT
The Workshop Physics project at Dickinson College represents an attempt to redesign the teaching
methods in introductory physics courses to take advantage of recent findings in physics education
research and introduce students to the use of modern computer tools. In the past 15 years, the
program has received major grants from the US. Department of Education and the National Science
Foundation for curriculum development, equipment acquisition, and the conduct of teacher
workshops. A number of observations and assumptions have guided the development of workshop
physics.
Reducing Content and Emphasizing the Process of Scientific Inquiry
In developing Workshop Physics we assumed that the acquisition of transferable skills of scientific
inquiry are more important than either problem solving or the comprehensive transmission of
descriptive knowledge about the enterprise of physics. There were two major reasons for the
emphasis on inquiry skills based on real experience. First, the majority of students enrolled
in introductory physics at both the high school and college level do not have sufficient
concrete experience with everyday phenomena to comprehend the mathematical representations
of them traditionally presented in these courses. The processes of observing phenomena,
analyzing data, and developing verbal and mathematical models to explain observations afford
students an opportunity to relate concrete experience to scientific explanation. A second
equally important reason for emphasizing the development of transferable skills is that,
when confronted with the task of acquiring an overwhelming body of knowledge, the only
viable strategy is to learn some things thoroughly and acquire methods for independent
investigation to be implemented as needed. This follows the adage "less is more."
Emphasis on Directly Observable Phenomena
The guiding principle for retaining topics in introductory physics is that they be amenable to
direct observation and that the mathematical and reasoning skills needed to analyze observations
be applicable to many other areas of inquiry. In choosing topics emphasis is placed on the
development of operational definitions and empirical relationships prior to the introduction
of formal definitions and theoretical relationships.
Eliminating Formal Lectures
Although lectures and demonstrations are useful alternatives to reading for transmitting information
and teaching specific skills, they are unproved as vehicles for helping students learn how to think,
conduct scientific inquiry, or acquire real experience with natural phenomena. In fact, many
educators believe that peers are often more helpful than instructors in facilitating original
thinking and problem solving on the part of students. The time now spent by students passively
listening to lectures is better spent in direct inquiry and discussion with peers. The role of
the instructor is to help create the learning environment, lead discussions, and engage in
Socratic dialogue with students.
Using the Computer as a Flexible Tool
Computers, when used as flexible tools in the hands of students for the collection, analysis and
graphical display of data, can accelerate the rate at which students can acquire data, abstract,
and generalize from real experience with natural phenomena through analytic modeling. Three
computer tools are used often in Workshop Physics: spreadsheets,
Computer Assisted Data Acquisition Software/Hardware,
and Video Analysis & Capture . The digital computer
is an essential tool for any inquiry based learning experience
in physics because it has become the most universal tool of inquiry in scientific research. The
computer has had a profound effect on the nature and scope of physics research. However, even
computer-aided inquiry takes time, and we believe that students cannot engage in the process
of guided inquiry and direct observation, even armed with computers, and still "cover" the
amount of material normally introduced in an introductory physics course sequence.
COURSE MATERIALS AND ORGANIZATION
All the introductory physics have been taught in a Workshop format at Dickinson College since the
1987-88 academic year. Students meet in three two hour sessions each week. There are no formal
lectures. The course content has been reduced by about 15% percent. Each section has one
instructor, two undergraduate teaching assistants and up to twenty-four students. Each pair of
students shares the use of a microcomputer and an extensive collection of scientific apparatus
and other gadgets. Among other things, students pitch baseballs, whack bowling balls with
rubber hammers, pull objects up inclined planes, attempt pirouettes, build electronic circuits,
explore electrical unknowns, ignite paper with compressed gas and devise engine cycles using
rubber bands. The Workshop labs are staffed during evening and weekend hours with
undergraduate teaching assistants.
The material has been broken up into units lasting about one week and students use an Activity Guide
which has expositions, questions, and instructions as well as blank spaces for student data,
calculations, and reflections. The Activity Guide can be used with a standard calculus-based
textbook. Currently we are using a new text entitled Understanding Physics by Cummings, Laws,
Redish and Cooney. In general the four part learning sequence described by cognitive
psychologist David Kolb is emphasized. Students often begin a week with an examination of
their own preconceptions and then make qualitative observations. After some reflection and
discussion, the instructor helps with the development of definitions and mathematical
theories. The week usually ends with quantitative experimentation focused on the
verification of mathematical theories.
SUMMARY AND CONCLUSIONS
Although computers play a vital role in Workshop Physics courses, the central focus of the program
is on direct experience. Thus, we'd like to think our activity-centered program could survive
without computers. Nevertheless, the availability of a relatively high performance microcomputer
for every pair of students has significantly enhanced our program. Although, we are constantly
striving to use computer tools to their full potential, it seems that every time we design a
better approach another new computer technology beckons. However, the majority of our students
state that they enjoy being more active and acquiring transferable computer skills. The
results of tests on student mastery of difficult concepts in mechanics, heat and temperature,
and circuits show statistically significant gains over those of our pre-Workshop Physics
students. In spite of these learning gains, there is still room for improvement in both
the curricular materials and the computer tools. As we expand and refine our program, we
are combining our efforts with those of David Sokoloff at the University of Oregon, who
directs the RealTime Physics project, and Ronald Thornton at Tufts University, who
directs the Tools for Scientific Thinking Project. Individuals at these institutions
are collaborating in the development and testing of new computer tools and curricular
materials to promote active learning in introductory physics courses.
