scholarly journals Active learning reduces academic risk of students with nonformal reasoning skills: Evidence from an introductory physics massive course in a Chilean public university

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Guillaume Lagubeau ◽  
Silvia Tecpan ◽  
Carla Hernández
Keyword(s):  
Active Learning ◽  
Public University ◽  
Introductory Physics ◽  
Academic Risk ◽  
Reasoning Skills

Beyond “Active Learning”: How the ICAP Framework Permits More Acute Examination of the Popular Peer Instruction Pedagogy

2019 ◽  
Vol 89 (4) ◽  
pp. 611-634 ◽  
Author(s):  
J. BRYAN HENDERSON
Keyword(s):  
Active Learning ◽  
Stem Education ◽  
Cognitive Engagement ◽  
Research Community ◽  
Introductory Physics ◽  
Peer Instruction ◽  
Learning Gains ◽  
Experimental Conditions ◽  
Physics Classes ◽  
Student Discussion

Peer Instruction, a pedagogy utilizing handheld classroom response technology to promote student discussion, is one of the most popular research-based instructional practices in STEM education. Yet, few studies have shed theoretical light on how and why Peer Instruction is effective. In this article, J. Bryan Henderson explores the Peer Instruction technique through a controlled methodology where theory—in this case the Interactive-Constructive-Active-Passive (ICAP) framework for differentiating various modes of cognitive engagement—drives pedagogical adaptations that serve as the differing experimental conditions. He finds that among the four high school physics classes he studied which employed Peer Instruction, the students achieved learning gains that, when normalizing for pretest performance, on average were more than 10 percent greater than those of college students not exposed to the ICAP-driven methodology when learning introductory physics. This article serves as an example to the educational research community of how the ICAP framework can help illuminate theoretical mechanisms behind instructional techniques in ways the more general use of the term active learning cannot.

Research-Based Strategies in an Electric Circuits Lab

2017 ◽  
pp. 365-393
Author(s):  
Monica Quezada-Espinoza ◽  
Genaro Zavala
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Conceptual Understanding ◽  
Multiple Choice ◽  
Graphing Calculators ◽  
Introductory Physics ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Electric Circuits ◽  
Active Learning Strategies

This study reports the outcomes of comparing three methods to carry out a physics laboratory with active learning strategies: Tutorials in Introductory Physics (Tutorials) and RealTime Physics (RTP). A sample of 476 students was divided into three groups, about one third of the students used Tutorials, another third used RTP, and the last third used RTP with graphing calculators and probes. A multiple choice test was used to find that the three groups had statistically-significant differences on conceptual understanding of current concepts. Additionally, it was found differences in gains among the three groups using a multiple-choice pretest and posttest. With an analysis of misconceptions it was found that an important portion of students still holding misconceptions. The change of instruction seems to affect conceptual understanding when students have to analyze difficult circuits. Besides, it was found that students still holding misconceptions, they continue using terms like current and voltage interchangeably.

scholarly journals “History Has Its Eyes on You”: Hamilton and the Introductory American Government Course

2018 ◽  
Vol 52 (1) ◽  
pp. 123-126
Author(s):  
William D. Adler
Keyword(s):  
Active Learning ◽  
Political Culture ◽  
American History ◽  
Pop Culture ◽  
Public University ◽  
American Government ◽  
American Political Culture ◽  
Key Concepts ◽  
The Ideal ◽  
Critical Moments

ABSTRACTThis article explores how the musical Hamilton can be used as a way to bring students to a new understanding of American government at the introductory level. As a recent pop-culture smash, Hamilton has brought to the fore the possibility of a new civic conversation about our political beginnings. With many citizens lacking a sufficient understanding of American political culture at this fraught time, the introductory American government course is the ideal place to enhance civic understanding. This article discusses how music from the Hamilton cast album, as well as videos about the show, were used during two semesters of the introductory American government course at a regional public university. Doing so encouraged discussion and active learning about key concepts and critical moments in American history that have shaped politics through the present day.

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