Use of Interactive Lecture Demonstrations: A Ten Year Study

Autor/inn/en	Sharma, Manjula D.; Johnston, Ian D.; Johnston, Helen; Varvell, Kevin; Robertson, Gordon; Hopkins, Andrew; Stewart, Chris; Cooper, Ian; Thornton, Ronald
Titel	Use of Interactive Lecture Demonstrations: A Ten Year Study
Quelle	In: Physical Review Special Topics - Physics Education Research, 6 (2010) 2, S.020119-1 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.6.020119
Schlagwörter	Lecture Method; Demonstrations (Educational); Physics; Science Instruction; Introductory Courses; College Science; Conventional Instruction; Concept Formation; Achievement Gains; Science Achievement; Comparative Analysis; Instructional Effectiveness; College Faculty; Teacher Attitudes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Concept learning; Begriffsbildung; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Fakultät; Lehrerverhalten; Ausland; Australien
Abstract	The widely held constructivist view of learning advocates student engagement via interactivity. Within the physics education research community, several specific interactive strategies have been developed to enhance conceptual understanding. One such strategy, the Interactive Lecture Demonstration (ILD) is designed for large lecture classes and, if measured using specific conceptual surveys, is purported to provide learning gains of up to 80%. This paper reports on learning gains for two different Projects over ten years. In Project 1, the ILDs were implemented from 1999 to 2001 with students who had successfully completed senior high school physics. The learning gains for students "not" exposed to the ILDs were in the range 13% to 16% while those for students exposed to the ILDs was 31% to 50%. In Project 2, the ILDs were implemented from 2007 to 2009 with students who had not studied senior high school physics. Since the use of ILDs in Project 1 had produced positive results, ethical considerations dictated that all students be exposed to ILDs. The learning gains were from 28% to 42%. On the one hand it is pleasing to note that there is an increase in learning gains, yet on the other, we note that the gains are nowhere near the claimed 80%. This paper also reports on teacher experiences of using the ILDs, in Project 2. (Contains 7 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10