Can Students Learn From Lecture Demonstrations?: The Role and Place of Interactive Lecture Experiments in Large Introductory Science Courses

Autor/inn/en	Milner-Bolotin, Marina; Kotlicki, Andrzej; Rieger, Georg
Titel	Can Students Learn From Lecture Demonstrations?: The Role and Place of Interactive Lecture Experiments in Large Introductory Science Courses
Quelle	In: Journal of College Science Teaching, 36 (2007) 4, S.45-49 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Lecture Method; Physics; Introductory Courses; Science Instruction; Case Studies; Student Motivation; Teaching Methods; Higher Education + Suchen Sie Ihr Suchwort? Physik; Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	In this article we describe a case study of interactive lecture experiments in a large introductory physics course. The impact of this pedagogy on student learning and motivation is also discussed. (Contains 1 table and 3 figures.) (Author).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10