About this paper

Appears in:
Pages: 6205-6211
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

IMPLEMENTING ACTIVE LEARNING IN A LARGE-ENROLLMENT INTRODUCTORY-LEVEL PHYSICS CLASS: INTERACTIVE LECTURE DEMONSTRATIONS WITH CLICKERS AND VIDEO ANALYSIS

T. Antimirova

Ryerson University (CANADA)
While lecture demonstrations remain one of the very few (sometimes the only one) vehicles to bring a real-world connection to a large-enrollment introductory science courses, experienced educators know that merely showing the demonstrations during the traditional lectures has very little, if any, effect on students’ learning of the concepts involved. In order to make a significant impact, the demonstration needs to be embedded into students’ activities and to be reinforced repeatedly. Interactive Lecture Demonstrations (ILDs)[1] method that was developed by Sokoloff and Thornton for teaching physics has proven to be very effective in combating students misconceptions. This approach emphasizes active learning and employs elicit/confront/resolve cycle where the students are required to make written predictions before they see a demonstration, then observe the demonstration, and have to reconcile their ideas with the results of the experiment after the experiment is completed. However, a common complain about using ILDs in large classes is that the written predictions need to be marked or at least recorded for credits. Our approach combines Peer Instruction (PI) pedagogy with ILDs protocol, where the clicker questions are designed to probe students’ understanding of the underlying concepts and to collect the predictions about the experiment to be performed, as well as the result of the follow-up questions after the experiment and the discussion that follows. Although the research show that clicker-based ILDs are not as effective as the traditional ILDs with written predictions, we find that asking clickers questions related to the demonstration is an acceptable alternative to the standard ILD procedure, in particular, for large-enrollment classes. We will provide several examples of lecture demonstrations and follow-up activities for introductory physics topics involving (but not limited to) the use of probes/sensors for real-time data acquisition as well as motion video analysis.

References:
[1] D.R. Sokoloff, R.K.Thornton (2006). Interactive Lecture Demonstrations, Active Learning in Introductory Physics, Wiley.
@InProceedings{ANTIMIROVA2013IMP,
author = {Antimirova, T.},
title = {IMPLEMENTING ACTIVE LEARNING IN A LARGE-ENROLLMENT INTRODUCTORY-LEVEL PHYSICS CLASS: INTERACTIVE LECTURE DEMONSTRATIONS WITH CLICKERS AND VIDEO ANALYSIS},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {6205-6211}}
TY - CONF
AU - T. Antimirova
TI - IMPLEMENTING ACTIVE LEARNING IN A LARGE-ENROLLMENT INTRODUCTORY-LEVEL PHYSICS CLASS: INTERACTIVE LECTURE DEMONSTRATIONS WITH CLICKERS AND VIDEO ANALYSIS
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 6205
EP - 6211
ER -
T. Antimirova (2013) IMPLEMENTING ACTIVE LEARNING IN A LARGE-ENROLLMENT INTRODUCTORY-LEVEL PHYSICS CLASS: INTERACTIVE LECTURE DEMONSTRATIONS WITH CLICKERS AND VIDEO ANALYSIS, EDULEARN13 Proceedings, pp. 6205-6211.
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