Subscribe to the gold package and get unlimited access to Shamra Academy
Register a new userInverted Classroom an der Hochschule Karlsruhe - ein nicht quantisierter Flip
93
0
0.0
(
0
)
Ask ChatGPT about the research
No Arabic abstract
When does a course count as inverted? When first faced with a new teaching method, deliberate lectures may want to test it without abandoning the advantages of the established method. Aftes the experiment they have to evaluate additional benefits of the new system for teacher and student. Considering the high workload of lecturers, the help of a third party may be useful to obtain an objective assessment of the results during such a transition. At the University of Applied Sciences Hochschule Karlsruhe - Technik und Wirtschaft in Germany, the SKATING project, funded by the German Federal Ministry of Education and Research (BMBF), offers among other things individual technical and didactic advice. This includes practical help with the development, implementation and testing of innovative lecture formats like the Inverted Classroom Method (also known as flipped class). When Professors at the University stated their interest in this approach, varying teaching projects on its implementation and evaluation were initiated. The main focus was the adaption of the method to the individual needs and wishes of professors, course and students. Several examples of a gradual lecture transformation are presented.
rate research
Read More
Most STEM students experience the introductory physics sequence in large-enrollment (N $gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to create an effective flipped classroom in large- enrollment introductory physics courses by replacing a majority of traditional lecture time with in-class student-driven activity worksheets. In this work, we compare student learning in courses taught by the authors with the flipped classroom pedagogy versus a more traditional pedagogy. By comparing identical questions on exams, we find significant learning gains for students in the student-centered flipped classroom compared to students in the lecturer-centered traditional classroom. Furthermore, we find that the gender gap typically seen in the introductory physics sequence is significantly reduced in the flipped classroom.
This paper describes low-cost techniques used to collect video data in two different tutorial classrooms - one in which the recording equipment is permanently installed and one in which it is temporary. The author explains what to do before, during, and after class in these two situations, providing general strategies and technical advice for researchers interested in videotaping tutorials or similar classrooms.
This article describes a set of curriculum modifications designed to integrate gravitational-wave science into a high school physics or astronomy curriculum. Gravitational-wave scientists are on the verge of being able to detect extreme cosmic events, like the merger of two black holes, happening hundreds of millions of light years away. Their work has the potential to propel astronomy into a new era by providing an entirely new means of observing astronomical phenomena. Gravitational-wave science encompasses astrophysics, physics, engineering, and quantum optics. As a result, this curriculum exposes students to the interdisciplinary nature of science. It also provides an authentic context for students to learn about astrophysical sources, data analysis techniques, cutting-edge detector technology, and error analysis.
English Language Learners (ELLs) are frequently left on the periphery of classroom interactions. Due to misalignment of language skills, teachers and peers communicate with these students less often, decreasing the number of opportunities to engage. Exclusion can be avoided with learning activities that invite all students to participate and contribute ideas. We argue that environments and activities that privilege scientific inductive reasoning increase possibilities for emerging bilingual students to engage. This study investigated first-grade students discussions about factors that affect how objects float. Students came from a variety of language backgrounds; all were considered beginner/intermediate ELLs. Results show that the goal of inducing principles from actual phenomena encouraged students to communicate their ideas and reasoning, boosting students confidence in expressing themselves. Following the hybrid space argument of Vygotskys theory of concept formation, we illustrate that physics can be particularly suitable context for the co-development of concepts and English language skills.
We report results from a study designed to identify links between undergraduate students views about experimental physics and their engagement in multiweek projects in lab courses. Using surveys and interviews, we explored whether students perceived particular classroom activities to be features of experimental physics practice. We focused on 18 activities, including maintaining lab notebooks, fabricating parts, and asking others for help. Interviewees identified activities related to project execution as intrinsic to experimental physics practice based on high prevalence of those activities in interviewees own projects. Fabrication-oriented activities were identified as conditional features of experimentation based on differences between projects, which interviewees attributed to variations in project resources. Interpersonal activities were also viewed as conditional features of experimentation, dependent upon ones status as novice or expert. Our findings suggest that students views about experimental physics are shaped by firsthand experiences of their own projects and secondhand experiences of those of others.
Log in to be able to interact and post comments
comments
Fetching comments
Sign in to be able to follow your search criteria
