How do introductory physics and mathematics courses impact engineering students' performance in subsequent engineering courses?

被引：0

作者：

Whitcomb, Kyle M. ^{[1
]}

Kalender, Z. Yasemin ^{[1
]}

Nokes-Malach, Timothy ^{[2
]}

Schunn, Christian ^{[2
]}

Singh, Chandralekha ^{[1
]}

机构：

[1] Univ Pittsburgh, Dept Phys & Astron, Pittsburgh, PA 15260 USA

[2] Univ Pittsburgh, Learning Res & Dev Ctr, Pittsburgh, PA 15260 USA

来源：

2018 PHYSICS EDUCATION RESEARCH CONFERENCE (PERC) | 2019年

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In collegiate engineering curricula in the US, physics and mathematics are treated as foundational with all students taking physics and mathematics in both semesters of freshman year and additional mathematics courses in later semesters. Using academic data from the cohorts of students in introductory physics since 2009, we investigated the correlation between the performance of undergraduate engineering majors in introductory physics and mathematics courses and their performance in subsequent engineering courses. We find an interesting relationship between the best predictors of performance, advanced mathematics courses, and the physics sequence.

引用

页数：4

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