This project refines previously developed materials for introductory physics including research-based worksheets that show large conceptual learning gains in students. The project has a publisher willing to distribute these materials in an open-source format making them widely adaptable in a variety of educational settings. Further, the project is linking annotated video clips from their video library to assist TA development in effectively applying these materials.
Three aspects of the development of these materials contribute to their success: (1) systematic attention to students' views of knowledge and learning; (2) last-minute adjustments to materials based on students' progress and needs; and (3) attention to helping teaching assistants (TAs) become better at attending and responding to student thinking, often by using videotaped TA-student interactions from recitation sections. With the application of the worksheets embodying these aspects, students are less likely to revert to passive learning (e.g., memorizing information from authority) in later classes. The worksheets show conceptual gains and also significantly improved student views about knowledge and learning.
