Implementation Guide

Compatible Methods

Peer Instruction PhET Interactive Simulations Tutorials in Introductory Physics +51 more...

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SCALE-UP

What does the research say?

RESEARCH VALIDATION
Silver Validation
This is the second highest level of research validation, corresponding to:
  • at least 1 of the "based on" categories
  • at least 2 of the "demonstrated to improve" categories
  • at least 4 of the "studied using" categories
(Categories shown below)

Research Validation Summary

Based on Research Into:

  • theories of how students learn
  • student ideas about specific topics

Demonstrated to Improve:

  • conceptual understanding
  • problem-solving skills
  • lab skills
  • beliefs and attitudes
  • attendance
  • retention of students
  • success of underrepresented groups
  • performance in subsequent classes

Studied using:

  • cycle of research and redevelopment
  • student interviews
  • classroom observations
  • analysis of written work
  • research at multiple institutions
  • research by multiple groups
  • peer-reviewed publication

Research base behind the design of SCALE-UP

SCALE-UP was developed based on extensive research on the effectiveness of integrated learning environments such as Workshop Physics and Studio Physics (Wilson 1994, Hoellwarth et al. 2005), of research-based curricula for small group work in Physics (Meltzer and Thornton 2012) such as Tutorials in Introductory Physics and Context-Rich Problems, and of active learning methods (Johnson et al. 1981, Prince 2004) and social interaction (Astin 1994) in general. Before SCALE-UP, only small classes or recitation sections (typically less than 30 students) used curricula centered around students working in small groups on research-based activities. SCALE-UP was an attempt to "scale up" the successes of small integrated learning environments to classes of up to 100 students.

The structure of SCALE-UP also draws on results from Cooperative Group Problem-solving about how to structure and facilitate students working in small groups (Heller and Hollabaugh 1992), and Johnson, Johnson, and Smith's critical characteristics of successful cooperative learning: Positive interdependence, Individual accountability, Face-to-face interaction, Appropriate use of interpersonal skills, and Regular self-assessment of group functioning.

Research involved in the development of SCALE-UP

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Research showing the effectiveness of SCALE-UP

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Research on the use of SCALE-UP in different environments

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References