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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Insights From the Science of Learning Can Inform Evidence-Based Implementation of Peer Instruction
Julie A. Schell,Andrew C. Butler +1 more
TL;DR: In this article, the authors present a framework for guiding modifications to Peer Instruction based on theory and findings from the science of learning, and also consider six common modifications made by educators through the lens of retrieval-based learning.
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Student Learning Styles: Assessing Active Learning in the Hospitality Learners Model
Alison J. Green,Gail Sammons +1 more
TL;DR: A conceptual model for hospitality education is presented with a focus on testing an active learning theory by using the Felder-Soloman (2001) Index of Learning Styles (ILS) as discussed by the authors.
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Diffusion of research-based instructional strategies: the case of SCALE-UP
TL;DR: The Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) as discussed by the authors is a popular teaching strategy in higher education that emphasizes interaction and activity-based learning.
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A systematic review of audience response systems for teaching and learning in higher education: The student experience
Ruth Wood,Shaista Shirazi +1 more
TL;DR: The themes reveal the complexity of student learning experiences using ARS which, when presented as a model, contributes to current understanding and offers a framework of pedagogical conditions to consider when designing and implementing learning experiences when using ARs.
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The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results
TL;DR: The Faculty Instructional Barriers and Identity Survey (FIBIS) as mentioned in this paper was developed and piloted to examine faculty perceptions of barriers to using EBIPs and examine the composition and sources of faculty professional identity, use of and dissatisfaction with these practices.
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.
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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.