Exploring Differences in Introductory Mechanics Courses Using Conceptual Growth Curves

Conceptual Growth Curves allow us to visualize how effectively courses serve the full range of students and use natural variation in student preparation to make meaningful comparisons between classes, instructors, or instructional models. In this study, Conceptual Growth Curves were used to examine student outcomes on the Force Concept Inventory from introductory algebra-based and calculus-based mechanics courses at a variety of two-year and four-year colleges and universities. This work explores variation in these curves within and across types of institutions and compares the range of outcomes among students with similar incoming conceptual knowledge at different institutions.