Secondary analysis of teaching methods in introductory physics: A 50 k-student study

Physics education researchers have developed many evidence-based instructional strategies to enhance conceptual learning of students in introductory physics courses. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and the Force and Motion Co...

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Bibliographic Details
Published in:American journal of physics 2016-12, Vol.84 (12), p.969-974
Main Authors: Von Korff, Joshua, Archibeque, Benjamin, Gomez, K. Alison, Heckendorf, Tyrel, McKagan, Sarah B., Sayre, Eleanor C., Schenk, Edward W., Shepherd, Chase, Sorell, Lane
Format: Article
Language:English
Subjects:
Curricula
Data analysis
Learning
Physics
Science education
Teaching methods
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Summary:Physics education researchers have developed many evidence-based instructional strategies to enhance conceptual learning of students in introductory physics courses. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI and FMCE data published between 1995 and 2014. We confirm previous findings that interactive engagement teaching techniques are significantly more likely to produce high student learning gains than traditional lecture-based instruction. We also establish that interactive engagement instruction works in many settings, including those with students having a high and low level of prior knowledge, at liberal arts and research universities, and enrolled in both small and large classes.
ISSN:0002-9505
1943-2909
DOI:10.1119/1.4964354