ترغب بنشر مسار تعليمي؟ اضغط هنا

Technical paper: Collecting classroom video on a budget

81   0   0.0 ( 0 )
 نشر من قبل Renee Michelle Goertzen
 تاريخ النشر 2009
  مجال البحث فيزياء
والبحث باللغة English




اسأل ChatGPT حول البحث

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.

قيم البحث

اقرأ أيضاً

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.
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.
Optical cloaking consists in hiding from sight an object by properly deviating the light that comes from it. An optical cloaking device (OCD) is an artifact that hides the object and, at the same time, its presence is not (or should not be) noticeabl e for the observer, who will have the impression of being looking through it. At the level of paraxial geometrical optics, suitable for undergraduate courses, simple OCDs can be built by combining a series of lenses. With this motivation, here we present an analysis of a simple projective OCD arrangement. First, a simple theoretical account in terms of the transfer matrix method is provided, and then the outcomes from a series of teaching experiments carried out with this device, easy to conduct in the classroom, are discussed. In particular, the performance of such an OCD is investigated by determining the effect of the hidden object, role here played by the opaque zone of an iris-type diaphragm, on the projected image of an illuminated transparent slide (test object). That is, cloaking is analyzed in terms of the optimal position and opening diameter of a diaphragm that still warrants an almost unaffected projected image. Because the lenses are not high-quality ones, the OCD is not aberration-free, which is advantageously considered to determine acceptable cloaking conditions (i.e., the tolerance of the device).
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.
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.
التعليقات
جاري جلب التعليقات جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
mircosoft-partner

هل ترغب بارسال اشعارات عن اخر التحديثات في شمرا-اكاديميا