<i>Just in Time Teaching</i>

Novak, Gregor; Patterson, Evelyn T.; Gavrin, A.; Christian, Wolfgang; Forinash, Kyle

doi:10.1119/1.19159

Cited by 401 publications

(182 citation statements)

References 3 publications

(2 reference statements)

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“…Active Learning Problem Sheets [4,5] Activity-Based Physics Tutorials [6] Context-Rich Problems [7] Cooperative Group Problem Solving [8,9] Experiment Problems [10] Interactive Lecture Demonstrations [11] Investigative Science Learning Environment [5,12] Just-In-Time Teaching [13] Modeling Physics [14,15] Open Source Physics [16] Open Source Tutorials [17] Overview, Case Study Physics [18] Peer Instruction [19,20] Physlets [21,22] Ranking Tasks [23] Real Time Physics/Tools for Scientific Thinking Labs [24] Scale-Up, Studio Physics [25][26][27] Socratic Dialog Inducing labs [28] Thinking Problems [29] TIPERS [23,30,31] Tutorials in Introductory Physics [32] Video-Based Labs [33,34] Workbook for Introductory Physics [35] Workshop Physics [36,37] RBIS of Peer Instruction [19,20,39,52,53]. Peer Instruction was developed by Mazur for use in his large lecture introductory physics courses at Harvard University.…”

Section: Research-based Instructional Strategymentioning

confidence: 99%

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Henderson

Dancy

Niewiadomska-Bugaj

2012

Phys. Rev. ST Phys. Educ. Res.

278

303

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During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1=3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

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Section: Research-based Instructional Strategymentioning

confidence: 99%

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Henderson

Dancy

Niewiadomska-Bugaj

2012

Phys. Rev. ST Phys. Educ. Res.

278

303

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“…Com o passar do tempo, as tarefas de leituras foram potencializadas pelo uso do Just-in-Time Teaching (JiTT) [6,25], que trouxe como possibilidade adicional o professor conhecer as dificuldades mani-e3403-4 Uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction festadas pelos alunos para preparar as suas aulas. Apesar do PI contar com tarefas de leituras prévias as aulas, convencionou-se, após seu uso conjunto com o JiTT, que o PI está relacionado com as atividades presenciais em sala de aula (i.e.…”

Section: Aspectos Históricos Do Peer Instructionunclassified

“…Busch [65] avaliou a aprendizagem de conceitos de Mecânica, em uma disciplina que aborda diversos conceitos relacionadosàs Ciências Ambientais, de estudantes que tiveram aulas com o uso conjunto do PI o SCALE-UP [7] e o Just-in-time Teaching [6]. O ganho normalizado no FCI obtido pela turma experimental foi superior ao da turma de controle (<g>=0,4 vs. <g>=0, 25) O uso em conjunto do PI com a metodologia denominada Lectures Tutorials (LT) foi investigado por Gray e Steer [66].…”

Section: Testes Conceituaisunclassified

“…Muito frequentemente, a expressão "aprendizagem ativa"é reco-tes durante o processo de aprendizagem como, por exemplo: One-Minute Paper [2], Think-Pair-Share [3], Problem-Based Learning [4], Team-Based Learning [5], Just-in-time Teaching [6], SCALE-UP [7]. Essas metodologias não esgotam, de maneira alguma, as possibilidades disponíveis para os professores.…”

Section: Introductionunclassified

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Uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (1991 a 2015)

Müller

Araújo

Veit

et al. 2017

Rev. Bras. Ensino Fís.

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Este trabalho apresenta resultados de uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (PI). Respondemos às seguintes questões de pesquisa: Em quais contextos de ensino (nível de ensino, país, área de ensino e disciplinas) pesquisadores têm investigado o PI? Que impactos o PI tem produzido na aprendizagem dos estudantes? Quais são os resultados instrucionais da implementação do PI em termos das atitudes dos professores em relação à metodologia e das modificações feitas na estrutura original da metodologia? Quais são os principais aspectos teóricos e metodológicos que pesquisadores utilizam para investigar implementações do PI? Os resultados da literatura apontam que grande parte das publicações foram conduzidas em universidades norte americanas, em disciplinas da área STEM, com destaque à disciplina de Física. A adoção do PI apresenta impactos positivos na aprendizagem conceitual dos estudantes, na habilidade de resolução de problemas e no desempenho acadêmico. Desenvolve sentimentos positivos relacionados à aprendizagem dos conteúdos e à metodologia. Professores realizam modificações ao implementar o PI integrando-o com outras metodologias, demonstrando sua flexibilidade. A maioria dos estudos é apoiada por análises empíricas e estatísticas, mas não por estruturas conceituais ou referenciais teóricos. Esta lacuna apresenta oportunidades para contribuições futuras.

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“…Each segment can motivate the student to continue by piquing the student's curiosity about the outcome. 16 An instructor posts several short cases that illustrate potential instances of plagiarism in research. 17 Accessing these materials remotely, students read the cases and respond to questions about them before 8:00 a.m. on the morning of the class.…”

Section: Time On Task: Segmented Case 14mentioning

confidence: 99%

Educational technologies and the teaching of ethics in science and engineering

Loui

2005

SCI ENG ETHICS

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Just in Time Teaching

Cited by 401 publications

References 3 publications

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Uma revisão da literatura acerca da implementação da metodologia interativa de ensino Peer Instruction (1991 a 2015)

Educational technologies and the teaching of ethics in science and engineering

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