interactive teaching techniques: are they transferable across cultures?
Post on 21-Dec-2015
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There is a substantial body of evidence to suggest that:
traditional lecturing is not an effective way of producing learning or understanding in students.
Physics education research (1980–2000)
has identified many common misconceptions
has led to the construction of standardized diagnostic tests
Physics education research (1980–2007)
has identified many common misconceptions
has led to the construction of standardized diagnostic tests
has prompted development of targeted teaching strategies.
For example: Interactive Lecture Demonstrations
use computers in lectures to log and display data in various representations,
rely on carefully controlled teacher-class interactions,
claim very substantial gains in student learning.
1st
& 2
nd
(n
l)
1st
& 2
nd
(g)
Coi
n t
oss
Car
t ra
mp
Cor
rect
(%
)Correct responses: pre- and post-traditional instruction
100
0
50
Pre InstructionPost Traditional
1st
& 2
nd
(n
l)
1st
& 2
nd
(g)
Coi
n t
oss
Car
t ra
mp
Cor
rect
(%
)
Correct responses: pre- and post-ILD
100
0
50
Pre InstructionPost TraditionalPost ILD
Normalized gains: different institutions and teaching methods
20% 40% 60% 80% 100%0%
<g> (% normalized gain)
Oregon 89
SUNY 98
RPI 98
Minnesota 96
RPI 98
RPI 98
Muhlenburg 97
Dickinson 95
Oregon89
Tufts 97
Traditional teachingInteractive teachingUsing ILDs
Evaluation of ILDs at Sydney University
First semester 1999, 1 Regular class (130 students) taught with ILDs
Advanced stream and other 2 Regular streams (320 students) as controls
Module chosen was MECHANICS , (HRW chapters 1–12 )
Logistics
Control classes had 15 1-hour lectures (5 weeks)
Experimental class had 11 1-hour lectures plus 4 1-hour ILD sessions
All tested during first lecture period, and again in middle of the semester.
Pre-test scores: all Introductory classes
100
0Per
cen
tage
of
stu
den
ts u
nd
erst
ansi
ng
1st & 2nd,graphical
1st & 2nd,natural language
50
FundamentalRegularAdvanced
3rd law,collisions
3rd law,contact
Vel
ocit
y
Acc
eler
atio
n
Coi
n A
cc
1st
& 2
nd
(n
l)
1st
& 2
nd
(g)
Coi
n t
oss
3rd
con
tact
En
ergy
3rd
col
lisi
on
Car
t ra
mp
Cor
rect
(%
)
Correct responses: pre-instruction
100
0
50
Vel
ocit
y
Acc
eler
atio
n
Coi
n A
cc
1st
& 2
nd
(n
l)
1st
& 2
nd
(g)
Coi
n t
oss
3rd
con
tact
En
ergy
3rd
col
lisi
on
Car
t ra
mp
Cor
rect
(%
)
Correct responses: pre- and post-instruction
100
0
50
Pre ILD (N=81)Post ILD (N=81)
Average gain: all Introductory classes
100
0
Ave
rage
gai
n (
%)
AdvancedRegular (ILD)
Regular(standard)
50
Experiment repeated in 2000
Same class numbers (roughly), same logistics
Only the 3 regular streams were given the pre-test
All 3 regular and 1 advanced streams given the post-test (compulsory).
Vel
ocit
y
Acc
eler
atio
n
Coi
n A
cc
1st
& 2
nd
(n
l)
1st
& 2
nd
(g)
Coi
n t
oss
3rd
con
tact
En
ergy
3rd
col
lisi
on
Car
t ra
mp
Cor
rect
(%
)
Correct responses: pre- and post-instruction (2000)
100
0
50
Pre ILD (N=80)Post ILD (N=80)
Vel
ocit
y
Acc
eler
atio
n
Coi
n A
cc
1st
& 2
nd
(n
l)
1st
& 2
nd
(g)
Coi
n t
oss
3rd
con
tact
En
ergy
3rd
col
lisi
on
Car
t ra
mp
Gai
n (
%)
Relative gain: experimental classes 1999 and 2000
100
0
50
ILD gain 1999 (N=81)
ILD Gain 2000 (N=80)
Average gain: all Introductory classes: 1999 and 2000
100
0
Ave
rage
gai
n (
%)
AdvancedRegular (ILD)
Regular(standard)
50
relative gain 1999
relative gain 2000
Vel
ocit
y
Acc
eler
atio
n
Coi
n A
cc
1st
& 2
nd
(n
l)
1st
& 2
nd
(g)
Coi
n t
oss
3rd
con
tact
En
ergy
3rd
col
lisi
on
Car
t ra
mp
Gai
n (
%)
Normalized gains: post-ILD instruction (1999, 2000, 2001)
100
0
50
Post ILD 1999
Post ILD 2000
Post ILD 2001
Gai
n (
%)
Normalized gains: post-ILD instruction (1999, 2000, 2001)
100
0
50
Post ILD 1999
Post ILD 2000
Post ILD 2001
Average gains = 36%, 48%, 38%
Same experiment started in a Thai university in 2002
Mahidol University, Bangkok.
1300 first year physics, medical science and engineering students.
Only results from first stage of the experiment available so far.
Cor
rect
(%
)
Correct responses: post traditional instruction (Thailand)
100
0
50
Natural language
Graphical Coin toss Cart on ramp
Gai
n (
%)
Normalized gains: post traditional instruction (Thailand)
100
0
50
Natural language
Graphical Coin toss Cart on ramp
Same experiment started again in Sydney in 2007
90 first year physics students.
All in the Fundamental stream.
Four different lecturers involved.
Cor
rect
(%
)Correct responses (Fundamentals 2007) pre- and post ILD
100
0
50
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Velocity
Acceleration
Coin Acc
1st & 2nd (nl) 1st & 2nd (g)Coin Toss Cart Ramp 3rd Contact 3rd Collision
Pre
Post
Cor
rect
(%
)Correct responses (Fundamentals 2007) pre- and post ILD
100
0
50
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Velocity
Acceleration
Coin Acc
1st & 2nd (nl) 1st & 2nd (g)Coin Toss Cart Ramp 3rd Contact 3rd Collision
Pre
Post
Average gain = 33%
Correct responses: pre- and post-instruction
Bangkok traditional
Using ILDs
Traditional teaching
Sydney IDLs
Interactive teaching
20% 40% 60% 80% 100%0%
<g> (% normalized gain)
Conclusions?
This teaching technique seems to achieve what it claims (to a degree)
This teaching technique requires practice and commitment to be used successfully
There seems to be a small fraction of students who cannot be reached