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Topic: Re: FCI and CCI in China #2
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Richard Hake

Posts: 1,251
From: Woodland Hills, CA 91367
Registered: 12/4/04
Re: FCI and CCI in China #2
Posted: Jan 22, 2012 9:41 PM
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Some subscribers to MathEdCC might be interested in a recent
discussion-list post "Re: FCI and CCI in China #2" [Hake (2012)].
The abstract reads:

ABSTRACT: PhysLrnR's Jerry Epstein wrote (paraphrasing): "The
Calculus Concept Inventory (CCI) has been given to about 1000
university students enrolled in a TEACHER-CENTERED calculus course in
Shanghai, China. Their average normalized gains <g> were about
two-standard deviations above those of U.S. university calculus
courses, possibly due to student-organized out-of-class interactive
group work."

Craig Ogilvie responded: "Are there FCI (Force Concept Inventory)
gains reported for a similar group of students/physics courses in
China? It would support your hypothesis if they also showed high
gains for non-IE pedagogy." Here IE = "Interactive Engagement,"
*operationally* defined [Hake (1998a)] as "those designed at least in
part to promote conceptual understanding through the active
engagement of students in heads-on (always) and hands-on (usually)
activities that yield immediate feedback through discussion with
peers and/or instructors."

David Meltzer then pointed to the research of Bao et al. on FCI
pretest scores of Chinese and U.S. freshmen university students
enrolled in science/engineering major courses, whose publication in
the "Science" article "Learning and Scientific Reasoning: Comparisons
of Chinese and U.S. Students" at <> has been
widely publicized.

Although Bao et al. measured only pretest scores (not pre-to-posttest
gains) for Chinese freshmen university students enrolled in
science/engineering major courses, they pointed out that those
students had taken "algebra-based courses with emphasis on
development of conceptual understanding and skills needed to solve
problems" for FIVE YEARS in grades 8-12, whereas the U.S. students
had taken at most ONE YEAR of physics.

That suggests that the Chinese K-12 math curriculum might also be
more intensive than that in the U.S. IF that's the case then it
might help to explain the relatively high CCI gains for non-IE
pedagogy, irrespective of possible student-organized out-of-class
interactive group work.

To access the complete 16 kB post please click on <>

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
Invention of the Internet (PEDARRII)

REFERENCES [URL shortened by <> and accessed on 22 Jan 2012.]
Hake, R.R. 2012. "Re: FCI and CCI in China #2 online on the OPEN!
AERA-L archives at <>. Post of 22 Jan 2012
16:27:43-0800 to AERA-L and Net-Gold. The abstract and link to the
complete post are being transmitted to several discussion lists and
are also on my blog "Hake'sEdStuff" at <> with a
provision for comments.

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