Investigating the effectiveness of the tutorials in introductory physics in multiple instructional settings

Abstract

This paper examines the educational impact of the implementation of the tutorial activity ''Changes in Energy and Momentum'' from The Tutorials in Introductory Physics in five different instructional settings. These settings include (1) a completely computer-based learning environment and (2) use of cooperative learning groups with varying levels of instructor support. Pre-and post-tests provide evidence that a computer-based implementation falls significantly short of classroom implementations which involve both collaborative learning groups and interactions with a teaching assistance. Other findings provide insight into the importance of certain elements of instructor training and the appropriate use of the tutorial as an initial introduction to a new concept.

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

“…The general effectiveness of these teaching styles has been shown in several different contexts [5,[8][9][10][11][12][13][14][15]. The contribution this study makes to the literature on both MLM and TIP is the measured efficacy of the combination of these two approaches, as well as reinforcement of the effectiveness of MLMs as a pedagogical tool across various groups.…”

“…There has been recent interest in combining the concept of MLM pre-instruction activities with studio-style in-class pedagogies, such as Workshop Physics and/or Tutorials in Introductory Physics (TIP) [10][11][12][13][14][15]. In this study, we are particularly interested in the effectiveness of the inverted classroom, with MLMs replacing the lecture outside of class time and TIP dominating the face-to-face instructional time.…”

Experiências De Pensamento Científico Em Aulas De Física

“…Na literatura de pesquisa sobre participação de estudantes em atividades baseadas nos tutoriais, explora-se apenas seu desenvolvimento conceitual (Cf. Benegas, 2007;Cruz et al, 2010;Flores & Benegas, 2008;Keller et al, 2005;Lorenzo, Crouch & Mazur, 2006;Loverude, Kautz & Heron, 2003;Pollock, 2005;Pollock, Finkelstein & Kost, 2007;Shaffer & McDermott, 2005;Slezak et al, 2011).…”

La tutoría universitaria: un espacio para la orientación personal, académica y profesional en la formación inicial del profesorado//University tutoring: a space for personal, academic and profesional orientation in initial teacher training

“…En la actualidad, se identifica como un elemento unido de manera inherente a la función docente y se considera una de las principales acciones o estrategias de orientación universitaria, que pretende desarrollar la formación integral del alumnado promoviendo y atendiendo al desarrollo personal, académico y profesional (Álvarez Pérez, 2012). No obstante, existen numerosos trabajos (Echeverría, 1997;Sanz, 2010;Slezak, Koenig, Endorf, y Braun, 2011) que nos muestran que hacer realidad esta concepción no es tan fácil, comenzando por las diferentes terminologías y de las que se derivan distintas acepciones que, a su vez, conllevan distintas formas de concretar la acción tutorial en las universidades.…”