Journal ArticleDOI
Peer Instruction: Ten years of experience and results
Catherine H. Crouch,Eric Mazur +1 more
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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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Proceedings ArticleDOI
How we teach impacts student learning: peer instruction vs. lecture in CS0
TL;DR: This paper compares 2 sections of a non-majors CS0 course offered in the same term, by the same instructor, covering the same content and utilizing the same book, labs and exams to find a main effect of instructional method on final exam grade.
Journal ArticleDOI
Fidelity of implementation of research-based instructional strategies (RBIS) in engineering science courses
TL;DR: In this article, a survey of 387 U.S. faculty teaching engineering science courses (e.g., statics, circuits, thermodynamics) included questions about class time spent on 16 critical components and use of 11 corresponding research-based instructional strategies.
Journal ArticleDOI
Just-in-Time Teaching
TL;DR: Just-in-Time Teaching as mentioned in this paper is an interactive engagement pedagogy used across disciplines and across the academy, now in its fourteenth year, which has proven effective in improving classroom climate, student motivation and fostering deeper learning.
Journal ArticleDOI
The Flipped Learning Approach in Nursing Education: A Literature Review.
TL;DR: Syntheses of the findings indicate that the flipped classroom approach can yield positive outcomes, but further study of this methodology is needed to guide future implementation.
Technology active learning
Yehudit Judy Dori,John W. Belcher,Mark Bessette,Michael Danziger,Andrew McKinney,Erin L. Hult +5 more
TL;DR: Students experience difficulties in learning physics because they must fully understand concepts and principles of the physical world that are sometimes impossible to see and often difficult to comprehend.
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.