Skip to main content
Article
Sixteen years of Collaborative Learning through Active Sense-making in Physics (CLASP) at UC Davis
American Journal of Physics (2014)
  • Wendell Potter, University of California, Davis
  • David Webb
  • Cassandra Paul, San Jose State University
  • Emily West
  • Mark Bowen
  • Brenda Weiss
  • Lawrence Coleman, University of California, Davis
  • Charles De Leone, University of California, Davis
Abstract
This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the five hours per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented showing increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.
Publication Date
January 2, 2014
DOI
10.1119/1.4857435
Publisher Statement
This is a preprint that was downloaded from arxiv.org and published in the American Journal of Physics. The version of record can be found here: https://doi.org/10.1119/1.4857435
Citation Information
Wendell Potter, David Webb, Cassandra Paul, Emily West, et al.. "Sixteen years of Collaborative Learning through Active Sense-making in Physics (CLASP) at UC Davis" American Journal of Physics Vol. 82 Iss. 2 (2014) p. 153 - 163
Available at: http://works.bepress.com/cassandra-paul/3/