@inproceedings{cd03fc6ecf59451db7cb30ff8f3f9d4c,
title = "Observations of general learning patterns in an upper-level thermal physics course",
abstract = "I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.",
keywords = "Physics education, Thermodynamics",
author = "David Meltzer",
year = "2009",
doi = "10.1063/1.3266745",
language = "English (US)",
isbn = "9780735407206",
series = "AIP Conference Proceedings",
pages = "31--34",
booktitle = "2009 Physics Education Research Conference, PER",
note = "2009 Physics Education Research Conference, PER: Physics Education Research across Paradigms ; Conference date: 29-07-2009 Through 30-07-2009",
}