research-based active-learning instructional methods in large-enrollment physics classes david e....
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![Page 1: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/1.jpg)
Research-Based Active-Learning Instructional Methods in
Large-Enrollment Physics Classes
David E. Meltzer
Department of Physics and AstronomyIowa State University
Ames, IowaU.S.A.
[email protected] by NSF DUE #0243258 and DUE #0311450
![Page 2: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/2.jpg)
www.physics.iastate.edu/per/
Todas mis presentaciónes estaran aquí:
![Page 3: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/3.jpg)
Outline
• Motivation and description of active-engagement teaching strategy.
• Watch video (18 minutes): pauses for comments and questions
• Describe details of questioning strategies
• Group work: Work with others in your (or related) discipline to create question sequences.
![Page 4: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/4.jpg)
Outline
• Motivation and description of active-engagement teaching strategy
• Watch video (18 minutes): pauses for comments and questions
• Describe details of questioning strategies
• Group work: Work with others in your (or related) discipline to create question sequences.
![Page 5: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/5.jpg)
Outline
• Motivation and description of active-engagement teaching strategy
• Watch video (18 minutes): pauses for comments and questions
• Describe details of questioning strategies
• Group work: Work with others in your (or related) discipline to create question sequences.
![Page 6: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/6.jpg)
Outline
• Motivation and description of active-engagement teaching strategy
• Watch video (18 minutes): pauses for comments and questions
• Describe details of questioning strategies
• Group work: Work with others in your (or related) discipline to create question sequences.
![Page 7: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/7.jpg)
Outline
• Motivation and description of active-engagement teaching strategy
• Watch video (18 minutes): pauses for comments and questions
• Describe details of questioning strategies
• Discussion of practical and implementation issues
![Page 8: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/8.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– can inform students of isolated bits of factual knowledge
• For understanding of
– inter-relationships of diverse phenomena– deep theoretical explanation of concepts
students have to “figure it out for them-selves” by struggling intensely with ideas
![Page 9: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/9.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– can inform students of isolated bits of factual knowledge
• For understanding of
– inter-relationships of diverse phenomena– deep theoretical explanation of concepts
students have to “figure it out for them-selves” by struggling intensely with ideas
![Page 10: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/10.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– can inform students of isolated bits of factual knowledge
• For understanding of
– inter-relationships of diverse phenomena– deep theoretical explanation of concepts
. . . . dents have to “figure it out for them-selves” by struggling intensely with ideas
![Page 11: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/11.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– can inform students of isolated bits of factual knowledge
• For understanding of
– inter-relationships of diverse phenomena– deep theoretical explanation of concepts
students have to “figure it out for them-selves” by struggling intensely with ideas
![Page 12: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/12.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– listening and note-taking have relatively little impact
• Problem-solving activities with rapid feedback yield improved learning gains
– student group work– frequent question-and-answer exchanges with instructor
Goal: Guide students to “figure things out for themselves” as much as possible
![Page 13: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/13.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– listening and note-taking have relatively little impact
• Problem-solving activities with rapid feedback yield improved learning gains
– student group work– frequent question-and-answer exchanges with instructor
Goal: Guide students to “figure things out for themselves” as much as possible
![Page 14: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/14.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– listening and note-taking have relatively little impact
• Problem-solving activities with rapid feedback yield improved learning gains
– student group work– frequent question-and-answer exchanges with instructor
Goal: Guide students to “figure things out for themselves” as much as possible
![Page 15: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/15.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– listening and note-taking have relatively little impact
• Problem-solving activities with rapid feedback yield improved learning gains
– student group work– frequent question-and-answer exchanges with instructor
Goal: Guide students to “figure things out for themselves” as much as possible
![Page 16: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/16.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– listening and note-taking have relatively little impact
• Problem-solving activities with rapid feedback yield improved learning gains
– student group work– frequent question-and-answer exchanges with instructor
Goal: Guide students to “figure things out for themselves” as much as possible
![Page 17: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/17.jpg)
Research in physics education and other scientific and technical fields suggests that:
• “Teaching by telling” has only limited effectiveness
– listening and note-taking have relatively little impact
• Problem-solving activities with rapid feedback yield improved learning gains
– student group work– frequent question-and-answer exchanges with instructor
Goal: Guide students to “figure things out for themselves” as much as possible
![Page 18: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/18.jpg)
What Role for Instructors?
• Introductory students often don’t know what questions they need to ask– or what lines of thinking may be most productive
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains
of thought
![Page 19: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/19.jpg)
What Role for Instructors?
• Introductory students often don’t know what questions they need to ask– or what lines of thinking may be most productive
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains
of thought
![Page 20: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/20.jpg)
What Role for Instructors?
• Introductory students often don’t know what questions they need to ask– or what lines of thinking may be most productive
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains
of thought
![Page 21: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/21.jpg)
What Role for Instructors?
• Introductory students often don’t know what questions they need to ask– or what lines of thinking may be most productive
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains
of thought
![Page 22: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/22.jpg)
What needs to go on in class?
• Clear and organized presentation by instructor is not at all sufficient
• Must find ways to guide students to synthesize concepts in their own minds
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains of
thought
![Page 23: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/23.jpg)
What needs to go on in class?
• Clear and organized presentation by instructor is not at all sufficient
• Must find ways to guide students to synthesize concepts in their own minds
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains of
thought
![Page 24: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/24.jpg)
What needs to go on in class?
• Clear and organized presentation by instructor is not at all sufficient
• Must find ways to guide students to synthesize concepts in their own minds
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains of
thought
![Page 25: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/25.jpg)
What needs to go on in class?
• Clear and organized presentation by instructor is not at all sufficient
• Must find ways to guide students to synthesize concepts in their own minds
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains of
thought
![Page 26: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/26.jpg)
What needs to go on in class?
• Clear and organized presentation by instructor is not at all sufficient
• Must find ways to guide students to synthesize concepts in their own minds
• Instructor’s role becomes that of guiding students to ask and answer useful questions– aid students to work their way through complex chains of
thought
![Page 27: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/27.jpg)
What needs to go on in class?
• Clear and organized presentation by instructor is not at all sufficient
• Must find ways to guide students to synthesize concepts in their own minds
• Focus of classroom becomes activities and thinking in which students are engaged– and not what the instructor is presenting or how it is
presented
![Page 28: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/28.jpg)
Keystones of Innovative Pedagogy
• problem-solving activities during class time
• deliberately elicit and address common learning difficulties
• guide students to “figure things out for themselves” as much as possible
![Page 29: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/29.jpg)
Keystones of Innovative Pedagogy
• problem-solving activities during class time
• deliberately elicit and address common learning difficulties
• guide students to “figure things out for themselves” as much as possible
![Page 30: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/30.jpg)
Keystones of Innovative Pedagogy
• problem-solving activities during class time
• deliberately elicit and address common learning difficulties
• guide students to “figure things out for themselves” as much as possible
![Page 31: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/31.jpg)
Keystones of Innovative Pedagogy
• problem-solving activities during class time
• deliberately elicit and address common learning difficulties
• guide students to “figure things out for themselves” as much as possible
![Page 32: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/32.jpg)
The Biggest Challenge: Large Lecture Classes
• Very difficult to sustain active learning in large classroom environments
• Two-way communication between students and instructor becomes paramount obstacle
• Curriculum development must be matched to innovative instructional methods
Example: Curriculum and Instruction in Algebra-based Physics
![Page 33: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/33.jpg)
The Biggest Challenge: Large Lecture Classes
• Very difficult to sustain active learning in large classroom environments
• Two-way communication between students and instructor becomes paramount obstacle
• Curriculum development must be matched to innovative instructional methods
Example: Curriculum and Instruction in Algebra-based Physics
![Page 34: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/34.jpg)
The Biggest Challenge: Large Lecture Classes
• Very difficult to sustain active learning in large classroom environments
• Two-way communication between students and instructor becomes paramount obstacle
• Curriculum development must be matched to innovative instructional methods
Example: Curriculum and Instruction in Algebra-based Physics
![Page 35: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/35.jpg)
The Biggest Challenge: Large Lecture Classes
• Very difficult to sustain active learning in large classroom environments
• Two-way communication between students and instructor becomes paramount obstacle
• Curriculum development must be matched to innovative instructional methods
Example: Curriculum and Instruction in Algebra-based Physics
![Page 36: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/36.jpg)
Active Learning in Large Physics Classes
• De-emphasis of lecturing; Instead, ask students to respond to many questions.
• Use of classroom communication systems to obtain instantaneous feedback from entire class.
• Cooperative group work using carefully structured free-response worksheets
Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)
![Page 37: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/37.jpg)
Active Learning in Large Physics Classes
• De-emphasis of lecturing; Instead, ask students to respond to many questions.
• Use of classroom communication systems to obtain instantaneous feedback from entire class.
• Cooperative group work using carefully structured free-response worksheets
Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)
![Page 38: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/38.jpg)
Active Learning in Large Physics Classes
• De-emphasis of lecturing; Instead, ask students to respond to many questions.
• Use of classroom communication systems to obtain instantaneous feedback from entire class.
• Cooperative group work using carefully structured free-response worksheets
Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)
![Page 39: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/39.jpg)
Active Learning in Large Physics Classes
• De-emphasis of lecturing; Instead, ask students to respond to many questions.
• Use of classroom communication systems to obtain instantaneous feedback from entire class.
• Cooperative group work using carefully structured free-response worksheets
Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)
![Page 40: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/40.jpg)
Active Learning in Large Physics Classes
• De-emphasis of lecturing; Instead, ask students to respond to many questions.
• Use of classroom communication systems to obtain instantaneous feedback from entire class.
• Cooperative group work using carefully structured free-response worksheets
Goal: Transform large-class learning environment into “office” learning environment (i.e., instructor + one or two students)
![Page 41: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/41.jpg)
“Fully Interactive” Physics LectureDEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Very high levels of student-student and student-instructor interaction
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”)– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
![Page 42: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/42.jpg)
“Fully Interactive” Physics LectureDEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Very high levels of student-student and student-instructor interaction
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”)– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
![Page 43: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/43.jpg)
“Fully Interactive” Physics LectureDEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Very high levels of student-student and student-instructor interaction
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”)– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
![Page 44: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/44.jpg)
“Fully Interactive” Physics LectureDEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Very high levels of student-student and student-instructor interaction
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”)– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
![Page 45: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/45.jpg)
“Fully Interactive” Physics LectureDEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Very high levels of student-student and student-instructor interaction
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous responses from all students simultaneously (e.g., “flash cards”)– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
![Page 46: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/46.jpg)
![Page 47: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/47.jpg)
![Page 48: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/48.jpg)
Sequence of Activities
• Very brief introductory lectures ( 10 minutes)
• Students work through sequence of multiple-choice questions, signal responses using flash cards
• Some “lecture” time used for group work on worksheets
• Recitations run as “tutorials” (University-of-Washington style); students use worksheets with instructor guidance
• Homework assigned out of Workbook
![Page 49: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/49.jpg)
Sequence of Activities
• Very brief introductory lectures ( 10 minutes)
• Students work through sequence of multiple-choice questions, signal responses using flash cards
• Some “lecture” time used for group work on worksheets
• Recitations run as “tutorials” (University-of-Washington style); students use worksheets with instructor guidance
• Homework assigned out of Workbook
![Page 50: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/50.jpg)
Sequence of Activities
• Very brief introductory lectures ( 10 minutes)
• Students work through sequence of multiple-choice questions, signal responses using flash cards
• Some “lecture” time used for group work on worksheets
• Recitations run as “tutorials” (University-of-Washington style); students use worksheets with instructor guidance
• Homework assigned out of Workbook
![Page 51: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/51.jpg)
Sequence of Activities
• Very brief introductory lectures ( 10 minutes)
• Students work through sequence of multiple-choice questions, signal responses using flash cards
• Some “lecture” time used for group work on worksheets
• Recitations run as “tutorials” (University-of-Washington style); students use worksheets with instructor guidance
• Homework assigned out of Workbook
![Page 52: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/52.jpg)
Sequence of Activities
• Very brief introductory lectures ( 10 minutes)
• Students work through sequence of multiple-choice questions, signal responses using flash cards
• Some “lecture” time used for group work on worksheets
• Recitations run as “tutorials”: students use worksheets with instructor guidance
• Homework assigned out of Workbook
![Page 53: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/53.jpg)
Sequence of Activities
• Very brief introductory lectures ( 10 minutes)
• Students work through sequence of multiple-choice questions, signal responses using flash cards
• Some “lecture” time used for group work on worksheets
• Recitations run as “tutorials”: students use worksheets with instructor guidance
• Homework assigned out of workbook
![Page 54: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/54.jpg)
Features of the Interactive Lecture
• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse questioning strategies
![Page 55: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/55.jpg)
Features of the Interactive Lecture
• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse questioning strategies
![Page 56: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/56.jpg)
Features of the Interactive Lecture
• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse questioning strategies
![Page 57: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/57.jpg)
Features of the Interactive Lecture
• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse questioning strategies
![Page 58: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/58.jpg)
Features of the Interactive Lecture
• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse questioning strategies
![Page 59: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/59.jpg)
Features of the Interactive Lecture
• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse questioning strategies
![Page 60: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/60.jpg)
Video (18 minutes)
• Excerpt from class taught at Southeastern Louisiana University in 1997
• Algebra-based general physics course
• First Part: Students respond to questions written on blackboard.
• Second Part: Students respond to questions printed in their workbook.
![Page 61: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/61.jpg)
Video (18 minutes)
• Excerpt from class taught at Southeastern Louisiana University in 1997
• Algebra-based general physics course
• First Part: Students respond to questions written on blackboard.
• Second Part: Students respond to questions printed in their workbook.
![Page 62: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/62.jpg)
Video (18 minutes)
• Excerpt from class taught at Southeastern Louisiana University in 1997
• Algebra-based general physics course
• First Part: Students respond to questions written on blackboard.
• Second Part: Students respond to questions printed in their workbook.
![Page 63: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/63.jpg)
Video (18 minutes)
• Excerpt from class taught at Southeastern Louisiana University in 1997
• Algebra-based general physics course
• First Part: Students respond to questions written on blackboard.
• Second Part: Students respond to questions printed in their workbook.
![Page 64: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/64.jpg)
Video (18 minutes)
• Excerpt from class taught at Southeastern Louisiana University in 1997
• Algebra-based general physics course
• First Part: Students respond to questions written on blackboard.
• Second Part: Students respond to questions printed in their workbook.
![Page 65: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/65.jpg)
Features of the Interactive Lecture
• High frequency of questioning
• Must often create unscripted questions
• Easy questions used to maintain flow
• Many question variants are possible
• Instructor must be prepared to use diverse questioning strategies
![Page 66: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/66.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
![Page 67: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/67.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
![Page 68: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/68.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
![Page 69: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/69.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
![Page 70: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/70.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
![Page 71: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/71.jpg)
Curriculum Requirements for Fully Interactive Lecture
• Many question sequences employing multiple representations, covering full range of topics
• Free-response worksheets adaptable for use in lecture hall
• Text reference (“Lecture Notes”) with strong focus on conceptual and qualitative questions
Workbook for Introductory Physics (DEM and K. Manivannan, CD-ROM, 2002)
Supported by NSF under “Assessment of Student Achievement” program
![Page 72: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/72.jpg)
![Page 74: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/74.jpg)
Part 1: Table of Contents
Part 2: In-Class Questions and Worksheets, Chapters 1-8
Part 3: Lecture Notes
Chapter 1: Electric Charges and Forces Chapter 2: Electric Fields Chapter 3: Electric Potential Energy Chapter 4: Electric Potential Chapter 5: Current and Resistance Chapter 6: Series Circuits Chapter 7: Electrical Power Chapter 8: Parallel Circuits Chapter 9: Magnetic Forces & Fields Chapter 10: Magnetic Induction Chapter 11: Electromagnetic Waves Chapter 12: Optics Chapter 13: Photons and Atomic Spectra Chapter 14: Nuclear Structure and Radioactivity
Part 4: Additional Worksheets
Chapter 1: Experiments with Sticky Tape Chapter 2: Electric Fields Chapters 6 & 8: More Experiments with Electric Circuits Chapter 7: Electric Power, Energy Changes in Circuits Chapter 8: Circuits Worksheet Chapter 9: Investigating the Force on a Current-Carrying Wire Chapter 9: Magnetism Worksheet Chapter 9: Magnetic Force Chapter 9: Torque on a Current Loop in a Magnetic Field
Chapter 10: Magnetic Induction Activity Chapter 10: Magnetic Induction Worksheet Chapter 10: Motional EMF Worksheet Chapter 9-10: Homework on Magnetism Chapter 11: Electromagnetic Waves Worksheet Chapter 12: Optics Worksheet Chapter 13: Atomic Physics Worksheet Chapter 14: Nuclear Physics Worksheet
Part 5: Quizzes
Part 6: Exams and Answers
Part 7: Additional Material
Part 8: “How-to” Articles
Promoting Interactivity in Lecture Classes Enhancing Active Learning The Fully Interactive Physics Lecture
Part 9: Flash-Card Masters
Part 10: Video of Class
AUTHORS:
David E. Meltzer: Department of Physics and Astronomy, Iowa State University, Ames, IA 50011 [email protected] Kandiah Manivannan: Department of Physics, Astronomy, and Materials Science, Southwest Missouri State University, Springfield, MO 65804 [email protected]
video
![Page 75: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/75.jpg)
Curriculum Development on the Fast Track
• Need curricular materials for complete course must create, test, and revise “on the fly”
• Daily feedback through in-class use aids assessment
• Pre- and post-testing with standardized diagnostics helps monitor progress
![Page 76: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/76.jpg)
Curriculum Development on the Fast Track
• Need curricular materials for complete course must create, test, and revise “on the fly”
• Daily feedback through in-class use aids assessment
• Pre- and post-testing with standardized diagnostics helps monitor progress
![Page 77: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/77.jpg)
Curriculum Development on the Fast Track
• Need curricular materials for complete course must create, test, and revise “on the fly”
• Daily feedback through in-class use aids assessment
• Pre- and post-testing with standardized diagnostics helps monitor progress
![Page 78: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/78.jpg)
Curriculum Development on the Fast Track
• Need curricular materials for complete course must create, test, and revise “on the fly”
• Daily feedback through in-class use aids assessment
• Pre- and post-testing with standardized diagnostics helps monitor progress
![Page 79: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/79.jpg)
Curricular Material for Large Classes“Workbook for Introductory Physics”
• Multiple-choice “Flash-Card” Questions– Conceptual questions for whole-class interaction
• Worksheets for Student Group Work– Sequenced sets of questions requiring written
explanations
• Lecture Notes– Expository text for reference
• Quizzes and Exams– some with worked-out solutions
![Page 80: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/80.jpg)
Curricular Material for Large Classes“Workbook for Introductory Physics”
• Multiple-choice “Flash-Card” Questions– Conceptual questions for whole-class interaction
• Worksheets for Student Group Work– Sequenced sets of questions requiring written
explanations
• Lecture Notes– Expository text for reference
• Quizzes and Exams– some with worked-out solutions
![Page 81: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/81.jpg)
Curricular Material for Large Classes“Workbook for Introductory Physics”
• Multiple-choice “Flash-Card” Questions– Conceptual questions for whole-class interaction
• Worksheets for Student Group Work– Sequenced sets of questions requiring written
explanations
• Lecture Notes– Expository text for reference
• Quizzes and Exams– some with worked-out solutions
![Page 82: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/82.jpg)
Curricular Material for Large Classes“Workbook for Introductory Physics”
• Multiple-choice “Flash-Card” Questions– Conceptual questions for whole-class interaction
• Worksheets for Student Group Work– Sequenced sets of questions requiring written
explanations
• Lecture Notes– Expository text for reference
• Quizzes and Exams– some with worked-out solutions
![Page 83: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/83.jpg)
Curricular Material for Large Classes“Workbook for Introductory Physics”
• Multiple-choice “Flash-Card” Questions– Conceptual questions for whole-class interaction
• Worksheets for Student Group Work– Sequenced sets of questions requiring written
explanations
• Lecture Notes– Expository text for reference
• Quizzes and Exams– some with worked-out solutions
![Page 84: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/84.jpg)
High frequency of questioning
• Time per question can be as little as 15 seconds, as much as several minutes.– similar to rhythm of one-on-one tutoring
• Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.
![Page 85: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/85.jpg)
High frequency of questioning
• Time per question can be as little as 15 seconds, as much as several minutes.– similar to rhythm of one-on-one tutoring
• Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.
![Page 86: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/86.jpg)
High frequency of questioning
• Time per question can be as little as 15 seconds, as much as several minutes.– similar to rhythm of one-on-one tutoring
• Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.
![Page 87: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/87.jpg)
High frequency of questioning
• Time per question can be as little as 15 seconds, as much as several minutes.– similar to rhythm of one-on-one tutoring
• Maintain small conceptual “step size” between questions for high-precision feedback on student understanding.
![Page 88: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/88.jpg)
Must often create unscripted questions
• Not possible to pre-determine all possible discussion paths
• Knowledge of probable conceptual sticking points is important
• Make use of standard question variants
• Write question and answer options on board (but can delay writing answers, give time for thought)
![Page 89: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/89.jpg)
Must often create unscripted questions
• Not possible to pre-determine all possible discussion paths
• Knowledge of probable conceptual sticking points is important
• Make use of standard question variants
• Write question and answer options on board (but can delay writing answers, give time for thought)
![Page 90: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/90.jpg)
Must often create unscripted questions
• Not possible to pre-determine all possible discussion paths
• Knowledge of probable conceptual sticking points is important
• Make use of standard question variants
• Write question and answer options on board (but can delay writing answers, give time for thought)
![Page 91: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/91.jpg)
Must often create unscripted questions
• Not possible to pre-determine all possible discussion paths
• Knowledge of probable conceptual sticking points is important
• Make use of standard question variants
• Write question and answer options on board (but can delay writing answers, give time for thought)
![Page 92: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/92.jpg)
Must often create unscripted questions
• Not possible to pre-determine all possible discussion paths
• Knowledge of probable conceptual sticking points is important
• Make use of standard question variants
• Write question and answer options on board (but can delay writing answers, give time for thought)
![Page 93: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/93.jpg)
Easy questions used to maintain flow
• Easy questions (> 90% correct responses) build confidence and encourage student participation.
• If discussion bogs down due to confusion, can jump start with easier questions.
• Goal is to maintain continuous and productive discussion with and among students.
![Page 94: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/94.jpg)
Easy questions used to maintain flow
• Easy questions (> 90% correct responses) build confidence and encourage student participation.
• If discussion bogs down due to confusion, can jump start with easier questions.
• Goal is to maintain continuous and productive discussion with and among students.
![Page 95: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/95.jpg)
Easy questions used to maintain flow
• Easy questions (> 90% correct responses) build confidence and encourage student participation.
• If discussion bogs down due to confusion, can jump start with easier questions.
• Goal is to maintain continuous and productive discussion with and among students.
![Page 96: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/96.jpg)
Easy questions used to maintain flow
• Easy questions (> 90% correct responses) build confidence and encourage student participation.
• If discussion bogs down due to confusion, can jump start with easier questions.
• Goal is to maintain continuous and productive discussion with and among students.
![Page 97: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/97.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 98: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/98.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 99: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/99.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 100: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/100.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 101: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/101.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 102: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/102.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 103: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/103.jpg)
Many question variants are possible
• Minor alterations to question can generate provocative change in context.– add/subtract/change system elements (force,
resistance, etc.)
• Use standard questioning paradigms:– greater than, less than, equal to– increase, decrease, remain the same– left, right, up, down, in, out
![Page 104: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/104.jpg)
Instructor must be prepared to use diverse questioning strategies
• If discussion dead-ends due to student confusion, might need to backtrack to material already covered.
• If one questioning sequence is not successful, an alternate sequence may be helpful.
• Instructor can solicit suggested answers from students and build discussion on those.
![Page 105: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/105.jpg)
Instructor must be prepared to use diverse questioning strategies
• If discussion dead-ends due to student confusion, might need to backtrack to material already covered.
• If one questioning sequence is not successful, an alternate sequence may be helpful.
• Instructor can solicit suggested answers from students and build discussion on those.
![Page 106: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/106.jpg)
Instructor must be prepared to use diverse questioning strategies
• If discussion dead-ends due to student confusion, might need to backtrack to material already covered.
• If one questioning sequence is not successful, an alternate sequence may be helpful.
• Instructor can solicit suggested answers from students and build discussion on those.
![Page 107: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/107.jpg)
Instructor must be prepared to use diverse questioning strategies
• If discussion dead-ends due to student confusion, might need to backtrack to material already covered.
• If one questioning sequence is not successful, an alternate sequence may be helpful.
• Instructor can solicit suggested answers from students and build discussion on those.
![Page 108: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/108.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 109: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/109.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 110: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/110.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 111: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/111.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 112: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/112.jpg)
Interactive Question Sequence
• Set of closely related questions addressing diverse aspects of single concept
• Progression from easy to hard questions
• Use multiple representations (diagrams, words, equations, graphs, etc.)
• Emphasis on qualitative, not quantitative questions, to reduce “equation-matching” behavior and promote deeper thinking
![Page 113: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/113.jpg)
“Flash-Card” Questions
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“Flash-Card” Questions
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Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
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Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
![Page 122: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/122.jpg)
Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
![Page 123: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/123.jpg)
Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
![Page 124: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/124.jpg)
Problem “Dissection” Technique
• Decompose complicated problem into conceptual elements
• Work through problem step by step, with continual feedback from and interaction with the students
• May be applied to both qualitative and quantitative problems
Example: Electrostatic Forces
![Page 125: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/125.jpg)
ff
Four charges are arranged on a rectangle as shown in Fig. 1. (q1 = q3 = +10.0 C and q2 = q4 = -15.0 C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q1.
Question #1: How many forces (due to electrical interactions) are acting on charge q1?
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4 (F) Not sure/don’t know
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ff
Four charges are arranged on a rectangle as shown in Fig. 1. (q1 = q3 = +10.0 C and q2 = q4 = -15.0 C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q1.
Question #1: How many forces (due to electrical interactions) are acting on charge q1?
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4 (F) Not sure/don’t know
![Page 127: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/127.jpg)
ff
Four charges are arranged on a rectangle as shown in Fig. 1. (q1 = q3 = +10.0 C and q2 = q4 = -15.0 C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q1.
Question #1: How many forces (due to electrical interactions) are acting on charge q1?
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4 (F) Not sure/don’t know
![Page 128: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/128.jpg)
ff
Four charges are arranged on a rectangle as shown in Fig. 1. (q1 = q3 = +10.0 C and q2 = q4 = -15.0 C; a = 30 cm and b = 40 cm.) Find the magnitude and direction of the resultant electrostatic force on q1.
Question #1: How many forces (due to electrical interactions) are acting on charge q1?
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4 (F) Not sure/don’t know
![Page 129: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/129.jpg)
For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F.
Question #2: Direction of force on q1 due to q2
Question #3: Direction of force on q1 due to q3
Question #4: Direction of force on q1 due to q4
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For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F.
Question #2: Direction of force on q1 due to q2
Question #3: Direction of force on q1 due to q3
Question #4: Direction of force on q1 due to q4
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For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F.
Question #2: Direction of force on q1 due to q2
Question #3: Direction of force on q1 due to q3
Question #4: Direction of force on q1 due to q4
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For questions #2-4 refer to Fig. 2 and pick a direction from the choices A, B, C, D, E, and F.
Question #2: Direction of force on q1 due to q2
Question #3: Direction of force on q1 due to q3
Question #4: Direction of force on q1 due to q4
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Let F2, F3, and F4 be the magnitudes of the force on q1 due to q2, due to q3, and due to q4 respectively.
Question #5. F2 is given by(A) kq1q2/a2
(B) kq1q2/b2
(C) kq1q2/(a2 + b2)
(D) kq1q2/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
Question #6. F3 is given by(A) kq1q3/a2
(B) kq1q3/b2
(C) kq1q3/(a2 + b2)
(D) kq1q3/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
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Let F2, F3, and F4 be the magnitudes of the force on q1 due to q2, due to q3, and due to q4 respectively.
Question #5. F2 is given by(A) kq1q2/a2
(B) kq1q2/b2
(C) kq1q2/(a2 + b2)
(D) kq1q2/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
Question #6. F3 is given by(A) kq1q3/a2
(B) kq1q3/b2
(C) kq1q3/(a2 + b2)
(D) kq1q3/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
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Let F2, F3, and F4 be the magnitudes of the force on q1 due to q2, due to q3, and due to q4 respectively.
Question #5. F2 is given by(A) kq1q2/a2
(B) kq1q2/b2
(C) kq1q2/(a2 + b2)
(D) kq1q2/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
Question #6. F3 is given by(A) kq1q3/a2
(B) kq1q3/b2
(C) kq1q3/(a2 + b2)
(D) kq1q3/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
![Page 136: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/136.jpg)
Let F2, F3, and F4 be the magnitudes of the force on q1 due to q2, due to q3, and due to q4 respectively.
Question #5. F2 is given by(A) kq1q2/a2
(B) kq1q2/b2
(C) kq1q2/(a2 + b2)
(D) kq1q2/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know
Question #6. F3 is given by(A) kq1q3/a2
(B) kq1q3/b2
(C) kq1q3/(a2 + b2)
(D) kq1q3/(a2 + b2)
(E) None of the above(F) Not sure/Don’t know (etc.)
![Page 137: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/137.jpg)
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N
National sample (algebra-based)
402
National sample (calculus-based)
1496
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D. Maloney, T. O’Kuma, C. Hieggelke, and A. Van Heuvelen, PERS of Am. J. Phys. 69, S12 (2001).
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N
National sample (algebra-based)
402
National sample (calculus-based)
1496
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score
National sample (algebra-based)
402 27%
National sample (calculus-based)
1496
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score
National sample (algebra-based)
402 27%
National sample (calculus-based)
1496 37%
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
National sample (algebra-based)
402 27% 43%
National sample (calculus-based)
1496 37% 51%
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
<g>
National sample (algebra-based)
402 27% 43% 0.22
National sample (calculus-based)
1496 37% 51% 0.22
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
<g>
National sample (algebra-based)
402 27% 43% 0.22
National sample (calculus-based)
1496 37% 51% 0.22
ISU 1998 70 30%
ISU 1999 87 26%
ISU 2000 66 29%
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
<g>
National sample (algebra-based)
402 27% 43% 0.22
National sample (calculus-based)
1496 37% 51% 0.22
ISU 1998 70 30% 75%
ISU 1999 87 26% 79%
ISU 2000 66 29% 79%
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Assessment DataScores on Conceptual Survey of Electricity and Magnetism, 14-
item electricity subset
Sample N Mean pre-test score Mean post-test score
<g>
National sample (algebra-based)
402 27% 43% 0.22
National sample (calculus-based)
1496 37% 51% 0.22
ISU 1998 70 30% 75% 0.64
ISU 1999 87 26% 79% 0.71
ISU 2000 66 29% 79% 0.70
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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Quantitative Problem Solving: Are skills being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based), numerical final exam questions on electricity
N Mean Score
Physics 221: F97 & F98
Six final exam questions320 56%
Physics 112: F98
Six final exam questions76 77%
Physics 221: F97 & F98
Subset of three questions372 59%
Physics 112: F98, F99, F00
Subset of three questions241 78%
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Ongoing Curricular Development(Projects starting 2003)
• “Formative Assessment Materials for Large-Enrollment Physics Lecture Classes”
Funded through NSF’s “Assessment of Student Achievement” program
• “Active-Learning Curricular Materials for Fully Interactive Physics Lectures”
Funded through NSF’s “Course, Curriculum, and Laboratory Improvement – Adaptation and Implementation” program
![Page 155: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/155.jpg)
Ongoing Curricular Development(Projects starting 2003)
• “Formative Assessment Materials for Large-Enrollment Physics Lecture Classes”
Funded through NSF’s “Assessment of Student Achievement” program
• “Active-Learning Curricular Materials for Fully Interactive Physics Lectures”
Funded through NSF’s “Course, Curriculum, and Laboratory Improvement – Adaptation and Implementation” program
![Page 156: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/156.jpg)
Summary
• Focus on what the students are doing in class, not on what the instructor is doing
• Guide students to answer questions and solve problems during class
• Maximize interaction between students and instructor (use communication system) and among students themselves (use group work)
![Page 157: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/157.jpg)
Summary
• Focus on what the students are doing in class, not on what the instructor is doing
• Guide students to answer questions and solve problems during class
• Maximize interaction between students and instructor (use communication system) and among students themselves (use group work)
![Page 158: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/158.jpg)
Summary
• Focus on what the students are doing in class, not on what the instructor is doing
• Guide students to answer questions and solve problems during class
• Maximize interaction between students and instructor (use communication system) and among students themselves (use group work)
![Page 159: Research-Based Active-Learning Instructional Methods in Large-Enrollment Physics Classes David E. Meltzer Department of Physics and Astronomy Iowa State](https://reader030.vdocuments.mx/reader030/viewer/2022013105/56649ebe5503460f94bc80e3/html5/thumbnails/159.jpg)
Summary
• Focus on what the students are doing in class, not on what the instructor is doing
• Guide students to answer questions and solve problems during class
• Maximize interaction between students and instructor (use communication system) and among students themselves (use group work)