Journal ArticleDOI
Peer Instruction: Ten years of experience and results
Catherine H. Crouch,Eric Mazur +1 more
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TLDR
The authors report data from ten years of teaching with peer instruction (PI) in the calculus and algebra-based introductory physics courses for nonmajors; their results indicate increased student mastery of both conceptual reasoning and quantitative problem solving upon implementing PI.Abstract:
We report data from ten years of teaching with Peer Instruction (PI) in the calculus- and algebra-based introductory physics courses for nonmajors; our results indicate increased student mastery of both conceptual reasoning and quantitative problem solving upon implementing PI. We also discuss ways we have improved our implementation of PI since introducing it in 1991. Most notably, we have replaced in-class reading quizzes with pre-class written responses to the reading, introduced a research-based mechanics textbook for portions of the course, and incorporated cooperative learning into the discussion sections as well as the lectures. These improvements are intended to help students learn more from pre-class reading and to increase student engagement in the discussion sections, and are accompanied by further increases in student understanding.read more
Citations
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Utilizing Undergraduate Peer Teaching Assistants in a Speaking Program in Spanish as a Foreign Language
TL;DR: Rodriguez et al. as mentioned in this paper explored the hinds of self-reported benefits students enrolled in the program and their PTAs receive, and found that a high percentage of students reported an improvement in speaking, pronunciation, grammar, and vocabulary.
Computing Education: An Overview of Research in the Field
TL;DR: In this paper, the authors present a study of the progress made since the introduction of the new English computing curriculum (Department for Education, 2013) in September 2014, as well as recognising related curriculum and qualifications reforms across the rest of the UK.
Journal ArticleDOI
Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education.
Li Zhao,Wei He,Yu-Sheng Su +2 more
TL;DR: In this article, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for both of two groups of participants in an undergraduate hands-on making course in a PLE.
Dissertation
Peer Review In An Undergraduate Biology Curriculum: Effects On Students’ Scientific Reasoning, Writing and Attitudes
TL;DR: This study examines the impact of peer review on the development of students’ scientific reasoning abilities in the context of a science-based pedagogical setting.
Journal ArticleDOI
Development and evaluation of a tutorial to improve students’ understanding of a lock-in amplifier
TL;DR: In this article, a research-based tutorial was developed to help students develop an understanding of the lock-in amplifier and how to use it in a classroom environment with a lock in amplifier.
References
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Journal ArticleDOI
Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses
TL;DR: In this paper, a survey of pre/post test data using the Halloun-Hestenes Mechanics Diagnostic test or more recent Force Concept Inventory is reported for 62 introductory physics courses enrolling a total number of students.
Journal ArticleDOI
Force concept inventory
TL;DR: In this paper, it has been established that commonsense beliefs about motion and force are incompatible with Newtonian concepts in most respects, and conventional physics instruction produces little change in these beliefs, and this result is independent of the instructor and the mode of instruction.
Book
Peer Instruction: A User's Manual
Eric Mazur,Robert C. Hilborn +1 more
TL;DR: A step-by-step guide to preparing for a peer instruction lecture is given in this article, with a focus on motivating the students and presenting concepts to motivate them during the lecture.
Journal ArticleDOI
The initial knowledge state of college physics students
Ibrahim Halloun,David Hestenes +1 more
TL;DR: In this article, an instrument to assess the basic knowledge state of students taking a first course in physics has been designed and validated, and measurements with the instrument show that the student's initial qualitative, common sense beliefs about motion and causes have a large effect on performance in physics, but conventional instruction induces only a small change in those beliefs.