Abstract

The learning retention of one of the physics concepts is assessed through direct testing two years in a row among undergraduate physics students was fully investigated in this paper. The outcomes of this case study indicate that, as students progress from lower level to upper level courses in the physics program, they will reach a better understanding related to the tested concept. This is significant as it shows a learning intervention in upper level courses, stressing that the modification and application of previously learned concepts can lead to longer lasting learning. This clarifies that connectivity among undergraduate physics courses is one of the key factors for establishing a better understanding of the physics concepts that students learn in the program.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0197
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada