Concept questions for improved learning and outcome assessment in statics

Summary form only given. Students in science, math, or engineering classes often focus on plugging numbers into equations rather than understanding the basic concepts behind the equations. Eric Mazur (1997) developed materials to help physics teachers move students from juggling equations to actually thinking and learning the concepts of physics by use of concept questions and peer instruction. Statics concept questions that instructors can use to encourage students to grapple with underlying concepts as well as support active learning in statics classes are being developed. In addition, the questions are targeted at different levels of Bloom's (1956) taxonomy. Use of these questions in statics classes at two different institutions and initial results are described.