اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدStudent Use of a Single Lecture Video in a Flipped Introductory Mechanics Course
124
0
0.0
(
0
)
اسأل ChatGPT حول البحث
ﻻ يوجد ملخص باللغة العربية
In the Fall of 2013, Georgia Tech offered a flipped calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom through pre-recorded, lecture videos. Video lectures constituted students initial introduction to course material. We analyze how students engaged with online lecture videos via clickstream data, consisting of time-stamped interactions (plays, pauses, seeks, etc.) with the online video player. Analysis of these events has shown that students may be focusing on elements of the video that facilitate a correct solution.
قيم البحث
اقرأ أيضاً
Enhancing motivation and learning attitudes in an introductory physics course is an important but difficult task that can be achieved through class blogging. We incorporated into an introductory course a blog operated by upper-level physics students.
Using the Colorado Learning Attitudes about Science Survey (CLASS), periodic in-class surveys, analysis of student blog comments, and post-instructional interviews, we evaluate how the blog combined with class instruction provided the students with a better sense of relevance and confidence and outline recommendations for future use of this strategy.
Proficiency with calculating, reporting, and understanding measurement uncertainty is a nationally recognized learning outcome for undergraduate physics lab courses. The Physics Measurement Questionnaire (PMQ) is a research-based assessment tool that
measures such understanding. The PMQ was designed to characterize student reasoning into point or set paradigms, where the set paradigm is more aligned with expert reasoning. We analyzed over 500 student open-ended responses collected at the beginning and the end of a traditional introductory lab course at the University of Colorado Boulder. We discuss changes in students understanding over a semester by analyzing pre-post shifts in student responses regarding data collection, data analysis, and data comparison.
The Lecture-Tutorials for Introductory Astronomy have been designed to help introductory astronomy instructors actively engage their students in developing their conceptual understandings and reasoning abilities across a wide range of astrophysical t
opics. The development of the Lecture-Tutorials has been informed by nearly two-decades of research into common learning difficulties students experience when studying astronomy. The results from multiple studies provide evidence that Lecture-Tutorials can help students achieve learning gains well beyond what is typically achieved by lecture alone. Achieving such learning gains requires that an instructor understand how to effectively incorporate the Lecture-Tutorials into his or her course. This chapter provides details into the best practices for the effective integration and implementation of the Lecture-Tutorials - practices that we have developed through years of reflective practice from working with thousands of Astro 101 students and instructors. We also present a case study of how Lecture-Tutorials were used to promote the active engagement of learners in an Astro 101 mega-course enrolling over 700 students. This case study illustrates how the thoughtful implementation of Lecture-Tutorials can result in dramatic learning gains, even in the most daunting instructional environments.
The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of
Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were the best part of the course from which they learned the most. Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.
Laboratory courses are key components of most undergraduate physics programs. Lab courses often aim to achieve the following learning outcomes: developing students experimental skills, engaging students in authentic scientific practices, reinforcing
concepts, and inspiring students interest and engagement in physics. Some of these outcomes can be measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), a research-based assessment that measures students views about experimental physics. We used E-CLASS at the University of Colorado Boulder to measure learning outcomes during a course transformation process in which views about experimental physics were reflected in the learning goals. We collected over 600 student responses per semester from the large introductory laboratory course, both before and after implementing the course transformation. While we observed no statistically significant difference in overall post-instruction E-CLASS scores before and after the transformation, in the transformed course, student responses to three E-CLASS items that related to the goals of the transformation were more favorable than in the original course.
سجل دخول لتتمكن من نشر تعليقات
التعليقات
جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
