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We have investigated the long-term effect of student-centered instruction atthe freshman level on juniors' performance on a conceptual survey ofElectricity and Magnetism (E&M). We measured student performance on aresearch-based conceptual instrument -- the Brief Electricity & MagnetismAssessment (BEMA) -- over a period of 8 semesters (2004-2007). Concurrently, weintroduced the University of Washington's Tutorials in Introductory Physics aspart of our standard freshman curriculum. Freshmen took the BEMA before andafter this Tutorial-based introductory course, and juniors took it aftercompletion of their traditional junior-level E&M I and E&M II courses. We findthat, on average, individual BEMA scores do not change significantly aftercompletion of the introductory course - neither from the freshman to the junioryear, nor from upper-division E&M I to E&M II. However, we find that juniorswho had completed a non-Tutorial freshman course scored significantly lower onthe (post upper-division) BEMA than those who had completed the reformedfreshman course - indicating a long-term positive impact of freshman Tutorialson conceptual understanding.

A longitudinal study of student conceptual understanding in Electricity and Magnetism