Students Taught by a First-Time Instructor Using Active-Learning Teaching Strategies Outperform Students Taught by a Highly-Regarded Traditional Instructor

Autor/inn/en	Wallace, Colin S.; Prather, Edward E.; Milsom, John A.; Johns, Ken; Manne, Srin
Titel	Students Taught by a First-Time Instructor Using Active-Learning Teaching Strategies Outperform Students Taught by a Highly-Regarded Traditional Instructor
Quelle	In: Journal of College Science Teaching, 50 (2021) 4, S.48-57 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Novices; College Faculty; Experienced Teachers; Active Learning; Conventional Instruction; Teaching Methods; Physics; Academic Achievement; Problem Solving; Educational Change; Arizona + Suchen Sie Ihr Suchwort? Fakultät; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Physik; Schulleistung; Problemlösen; Bildungsreform
Abstract	In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active-learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the exam performance of students in two sections of the same introductory physics course. One section (the traditional section, N = 258) was taught by an instructor who is highly regarded for his lectures, but did not use any active-learning teaching strategies. The other section (the reformed section, N = 217) was taught by an instructor who had never before taught a physics class, but who was trained in physics and astronomy education research and who used active-learning teaching strategies. Students in the reformed section significantly outperformed students in the traditional section on common exam questions over the course of the semester, regardless of whether the question was conceptual or quantitative. This reform effort has been successful at improving students' learning and significantly increasing the department's use of active-learning strategies at the introductory level and beyond. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01