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Published byGiles Gregory Modified over 9 years ago
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Effective Strategies for Interactive Large Group Teaching and Learning?
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Physics education research (1980–2000) has led to the construction of standardized diagnostic tests has prompted development of targeted teaching strategies.
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Mathematics and Physics Conceptual Evaluation Thornton & Sokoloff, Am. J. Phys, 66(4), 1998, p 338
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Interactive Lecture Demonstrations use computers in lectures to log and display data in various representations, rely on carefully controlled teacher- class interactions, claim very substantial gains in student learning
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Correct responses: pre- and post-traditional instruction Correct (%) 100 50 0 1st & 2nd (nl) 1st & 2nd (g) Coin toss Cart ramp
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1st & 2nd (nl) 1st & 2nd (g) Coin toss Cart ramp Correct (%) Correct responses: pre- and post-ILD 100 0 50
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Evaluation of ILDs at Sydney First semester 1999, 1 Regular class (130 students) taught with ILDs Advanced stream and other 2 Regular streams (320 students) as controls Module chosen was MECHANICS, (HRW chapters 1–12 )
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Logistics Control classes had 15 1-hour lectures (5 weeks) Experimental class had 11 1-hour lectures plus 4 1-hour ILD sessions All tested during first lecture period, and again in middle of the semester.
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Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Correct (%) Correct responses: pre-instruction 100 0 50
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Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Correct (%) Correct responses: pre- and post-instruction 100 0 50
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Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Gain (%) Relative gain: experimental and control classes 100 0 50
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Average gain: all Introductory classes 100 0 Average gain (%) Advanced Regular (ILD) Regular (standard) 50
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Experiment repeated in 2000 Same class numbers (roughly), same logistics Only the 3 regular streams were given the pre-test All 3 regular and 1 advanced streams given the post-test (compulsory).
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Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Correct (%) Correct responses: pre- and post-instruction (2000) 100 0 50
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Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Gain (%) Relative gain: experimental classes 1999 and 2000 100 0 50
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Average gain: all Introductory classes: 1999 and 2000 100 0 Average gain (%) Advanced Regular (ILD) Regular (standard) 50
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Experiment done again in 2001 Same class numbers and same logistics again. Different lecturer.
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Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Gain (%) Correct responses: post-ILD instruction (1999, 2000, 2001) 100 0 50
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and again in 2001 Same lecturer, class numbers and logistics as in 2001. Unfortunately complete data could not be obtained. However pre-instruction data important because of changes to HSC
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Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp 100 0 50 Fraction getting correct answers Correct responses: pre-ILD instruction (1999 – 2001)
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Same experiment started in a Thai university in 2002 Mahidol University, Bangkok. 1300 first year physics, medical science and engineering students. Only results from first stage of the experiment available so far.
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Pre-test scores Average fraction of students getting correct answers
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Average gain after traditional instruction
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Conclusions? This teaching technique seems to achieve what it claims (to a degree) This teaching technique requires practice and commitment to be used successfully There seems to be a small fraction of students who cannot be reached
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Velocity Acceleration Coin Acc 1st & 2nd (nl) 1st & 2nd (g) Coin toss 3rd contact Energy 3rd collision Cart ramp Gain (%) Correct responses: post-ILD instruction (1999, 2000, 2001) 100 0 50
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47 Questions Individual questions answered incorrectly 79 Students
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