Journal Article10.1119/1.2344715
Using interactive lecture demonstrations to create an active learning environment
477
TL;DR: In this paper, a general strategy for making the learning environment in large (and small) lectures more effective by increasing student involvement is reported, and specific examples of ILDs which enhance learning of kinematics and Newton's Laws are presented.
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Abstract: This paper reports on a general strategy for making the learning environment in large (and small) lectures more effective by increasing student involvement. We have used and evaluated the effectiveness of Microcomputer-Based Interactive Lecture Demonstrations (ILDs) in introductory physics lectures since 1989 and have found them to be very successful for teaching physical concepts. The ILDs consist of a sequence of conceptually simple physical experiments using the Tools for Scientific Thinking microcomputer-based laboratory (MBL) tools. Students are actively engaged by the use of a learning cycle which includes a written prediction of the results of an actual physical experiment, small group discussion with their nearest neighbors, observation of the physical event in real time with the MBL tools, and comparison of observations with predictions. The development of this strategy has been based on the outcomes of physics education research and on our experiences with guided discovery laboratory curricula using MBL tools. In this paper the general ILD procedure is described and specific examples of ILDs which enhance learning of kinematics and Newton’s Laws are presented. Research on the effectiveness of this strategy using the research-based Force and Motion Conceptual Evaluation is presented. There is strong evidence for significantly improved learning and retention of fundamental concepts by students who participate in ILDs as compared to those taught in traditional lectures.
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Citations
Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula
TL;DR: The Force and Motion Conceptual Evaluation (FME) test as mentioned in this paper is a research-based, multiple-choice assessment of student conceptual understanding of Newton's Laws of Motion, which is used to evaluate student learning of dynamics concepts in introductory physics courses.
Discipline-Based Education Research: Understanding and Improving Learning in
Susan R. Singer,Natalie R. Nielsen,Heidi A. Schweingruber +2 more
- 01 Jan 2013
TL;DR: The National Research Council's Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-theart advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs.
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Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering
Susan R. Singer,Karl A. Smith +1 more
Abstract: Engineering education research (EER) has been on the fast track since 2004 with an exponential rise in the number of Ph.D.s awarded and the establishment of new programs, even entire EER departments. The National Research Council’s Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-the-art advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs. The DBER report is the consensus analysis of experts in undergraduate education research in physics, chemistry, biology, geosciences, astronomy, and engineering. The study committee, chaired by Susan Singer, also included higher education researchers, learning scientists, and cognitive psychologists. A central aspect of the DBER report is the focus on and application of research in the education, learning, and social-behavioral sciences to science and engineering curricula design and teaching methods. Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in the past 100 years: 1. A shift from hands-on and practical emphasis to engineering science and analytical emphasis 2. A shift to outcomes-based education and accreditation 3. A shift to emphasizing engineering design 4. A shift to applying education, learning, and social-behavioral sciences research 5. A shift to integrating information, computational, and communications technology in education
687
When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment
Noah D. Finkelstein,Wendy Adams,C. J. Keller,Patrick B. Kohl,Katherine K. Perkins,Noah S. Podolefsky,Sam Reid,Ron LeMaster +7 more
TL;DR: In this paper, the effects of substituting a computer simulation for real laboratory equipment in the second semester of a large-scale introductory physics course were examined in a direct current circuit laboratory.
665
Synthesis of Discipline-Based Education Research in Physics.
TL;DR: In this article, a cognitive framework for analyzing and describing introductory students use and understanding of mathematics in physics is presented, which is based on the idea of analogical transfer, where the students use free-body diagrams to learn to solve problems.
References
Learning motion concepts using real‐time microcomputer‐based laboratory tools
TL;DR: In this paper, the authors describe one of the tools, the motion detector (hardware and software), and the kinematics curriculum, and evaluate the effectiveness of this curriculum compared to traditional college and university methods for helping students learn basic kinematic concepts.
471
Realtime Physics: Active Learning Laboratories
TL;DR: This computer-based lab manual contains experiments in mechanics, thermodynamics, E&M, and optics using hardware and software designed to enhance readers' understanding of calculus-based physics concepts.
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Using Large-Scale Classroom Research to Study Student Conceptual Learning in Mechanics and to Develop New Approaches to Learning
Ronald K. Thornton
- 01 Jan 1996
TL;DR: Substantial evidence is given that student answers to the short answer questions in the Tools for Scientific Thinking Force and Motion Conceptual Evaluation provide a useful statistical means of evaluating student beliefs and understandings about mechanics.
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