Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in...

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Bibliographic Details
Published in:The Physics teacher 2018-01, Vol.56 (1), p.36-39
Main Author: Tobin, R. G.
Format: Article
Language:English
Subjects:
Active Learning
Case Studies
College Science
College Students
Demonstrations (Educational)
Introductory Courses
Large Group Instruction
Learner Engagement
Lecture Method
Mechanics (Physics)
Peer Teaching
Physics
Problem Solving
Science Instruction
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Summary:Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in many other fields. In introductory college physics classes, some departments have departed radically from conventional lecture-recitation-laboratory course structures, but many, including my own, retain the basic format of large-group classroom sessions (lectures) supplemented by smaller-group meetings focused on problem solving (recitations) and separate laboratory meetings. Active student engagement in the lectures is encouraged through approaches such as Peer Instruction and Interactive Lecture Demonstrations, and these approaches have been demonstrably successful.
ISSN:0031-921X
1943-4928
DOI:10.1119/1.5018689