Secondary Analysis of Teaching Methods in Introductory Physics: a 50k-Student Study
arXiv:1603.00516 · doi:10.1119/1.4964354
Abstract
Physics education researchers have developed many evidence-based instructional strategies to enhance physics students' conceptual learning. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI and FMCE data published between 1995 and 2014. We confirm previous findings that interactive engagement teaching techniques are significantly more likely to produce high student learning gains than traditional lecture-based instruction. We also establish that interactive engagement instruction works in many settings, including for students with a high and low level of prior knowledge, for liberal arts and research universities, and for small and large class sizes.
accepted to American Journal of Physics
Cited by in corpus (13)
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- PhysPort use and growth: Supporting physics teaching with research-based resources since 2011
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- Student Epistemological Framing on Paper-Based Assessments
- Retention of conceptual learning after an interactive introductory physics course
- Transforming the content, pedagogy and structure of an introductory physics course for life sciences majors
- Investigating students seriousness during selected conceptual inventory surveys
- Beyond named methods: A typology of active learning based on classroom observation networks
- Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation