Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses

Laws, Priscilla W.

doi:10.1119/1.18496

Cited by 94 publications

(60 citation statements)

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“…If this assumption holds than more attention is needed to guide students, and not only teachers, in coping with new pedagogical approaches. Law et al (2008) in the international study on technology integration in education have found strong correlations between teachers adoption of technology and pedagogically (instead of technically oriented) in-service arrangements for technology integration. By focusing on the TPCK framework and using strategies for professional development that have proven to be effective we have tried to design an intervention that complied with these findings.…”

Section: Discussionmentioning

confidence: 99%

Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania

2009

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Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a studentcentered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to prepare teachers for student-centered education and for the use and application of Microcomputer Based Laboratories (MBL)-a specific technology application for facilitating experiments in science education. Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher learning was determined by three indicators: (1) the ability to conduct MBLsupported student centered science lessons, (2) teachers' reflection on those lessons and (3) students' perceptions of the classroom environment. The results of the research indicate that the teachers' were able to integrate MBL in their science lessons at an acceptable level and that they were able to create a classroom environment which was appreciated by their students as more investigative and open-ended.

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Section: Discussionmentioning

confidence: 99%

Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania

2009

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“…This demonstrates the alignment of the calls in the physics education research community for a greater emphasis on developing problem solving expertise even at the expense of some factual or procedural content with the needs of students (see, e.g., [13][14][15][16]). …”

Section: B Attitudes and Motivationmentioning

confidence: 99%

What do seniors remember from freshman physics?

Pawl

Barrantes

Pritchard

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

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We have given a group of 56 Massachusetts Institute of Technology (MIT) seniors who took mechanics as freshmen a written test similar to the final exam they took in their freshman course as well as the Mechanics Baseline Test (MBT) and the Colorado Learning Attitudes about Science Survey (CLASS). Students in majors unrelated to physics scored 60% lower on the written analytic part of the final than they would have as freshmen. The mean score of all participants on the MBT was insignificantly changed from their average on the posttest they took as freshmen. However, the students' performance on 9 of the 26 MBT items (with 6 of the 9 involving graphical kinematics) represents a gain over their freshman posttest score (a normalized gain of about 70%), while their performance on the remaining 17 questions is best characterized as a loss of approximately 50% of the material learned in the freshman course. On multiple-choice questions covering advanced physics concepts, the mean score of the participants was about 50% lower than the average performance of freshmen. Although attitudinal survey results indicate that almost half the seniors feel the specific mechanics course content is unlikely to be useful to them, a significant majority (75%-85%) feel that physics does teach valuable problem solving skills, and an overwhelming majority believe that mechanics should remain a required course at MIT.

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“…First, to convince the students that science is an activity and to change how they learn we cannot allow the students to be passive. As such, interactive engagement (IE) [1][2][3][4][5] and Studio [6][7][8][9] teaching methods are used. In brief, IE is a method of teaching in which the students are "minds-on" and "hands-on" with the material.…”

Section: General Educationmentioning

confidence: 99%

A conceptual course on LASERs for general education

Masters¹

2009

Education and Training in Optics and Photonics

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It is important to improve the technological skills and scientific understanding of students who are not pursuing scientific and technological degrees because they are indirectly asked to support science. To be supportive, they need to be able to evaluate scientific information as portrayed by the media. The difficulty is to find a topic which will stimulate and hold their interest in science. One such topic is LASERs. LASERs hold a fascination for students. LASERs are used in a wide array of technological devices and procedures. To understand LASERs requires an understanding of light and optics; of how light interacts with matter and with the structure of matter. Therefore, a course about LASERs can entice students who typically avoid science classes, and in particular physics classes, into taking a physics class, thereby giving us the opportunity to improve their understanding of science, their critical thinking skills and developing their appreciation of basic physics. Such a course can establish a sense of confidence in these students' ability to understand.

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Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses

Cited by 94 publications

References 0 publications

Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania

Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania

What do seniors remember from freshman physics?

A conceptual course on LASERs for general education

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