About this paper

Appears in:
Page: 5035
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

DOUBLING THE LEARNING OF 1ST-YEAR UNIVERSITY SCIENCE STUDENTS IN THE CLASSROOM

L. Deslauriers

University of British Columbia (CANADA)
In this study, we directly compared the effectiveness of two pedagogical techniques on the performance of first-year physics students during a portion of a first-year E&M course. The instructor in one section of the course used a traditional/passive teaching technique while the instructor in the other section used a completely interactive style of teaching. Both instructors agreed beforehand as to exactly what topics and learning objectives would be covered during this portion of the course. Furthermore, both instructors also agreed beforehand on the content and format of the test used to measure student learning. Students in the highly interactive section scored 0.74 +/-0.01 while students in the traditional section scored 0.41 +/- 0.01. Their only exposure to the material and thus opportunities to learn were confined to the classroom. In this way, this study cleanly isolated the effect of a particular classroom pedagogical technique on student learning.
@InProceedings{DESLAURIERS2011DOU,
author = {Deslauriers, L.},
title = {DOUBLING THE LEARNING OF 1ST-YEAR UNIVERSITY SCIENCE STUDENTS IN THE CLASSROOM},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {5035}}
TY - CONF
AU - L. Deslauriers
TI - DOUBLING THE LEARNING OF 1ST-YEAR UNIVERSITY SCIENCE STUDENTS IN THE CLASSROOM
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 5035
EP - 5035
ER -
L. Deslauriers (2011) DOUBLING THE LEARNING OF 1ST-YEAR UNIVERSITY SCIENCE STUDENTS IN THE CLASSROOM, EDULEARN11 Proceedings, p. 5035.
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