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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Flipping the calculus classroom: an evaluative study
TL;DR: In this paper, a control group study of flipping a large (N = 690) first-year university calculus course for life sciences students was conducted and the flipped course sections on average outperformed their counterparts in the traditional sections on the final exam.
Proceedings ArticleDOI
Evaluating an inverted CS1
TL;DR: This case study explores an inverted classroom offering of an introductory programming course (CS1) and describes the course implementation and its assessment, including pre- and post-course surveys.
Journal ArticleDOI
Accounting for tutorial teaching assistants' buy-in to reform instruction
TL;DR: In this paper, the authors present a case study of a TA who does not buy into certain aspects of the tutorials he teaches and demonstrate how his lack of buy-in affects specific classroom interactions.
Journal ArticleDOI
Academic Integrity as a Teaching & Learning Issue: From Theory to Practice
TL;DR: In this paper, the authors argue that a new approach to academic integrity in the 21st century was needed because the dominant approaches had been proven to be relatively ineffective (Bertram Gallant, 2008).
Journal ArticleDOI
Improving students’ understanding of quantum measurement. II. Development of research-based learning tools
TL;DR: The development and implementation of research-based learning tools such as the Quantum Interactive Learning Tutorials (QuILTs) and peer instruction tools to reduce students' common difficulties with issues related to measurement in quantum mechanics.
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.