Role of Physics Lecture Demonstrations in Conceptual Learning

Autor/inn/en	Miller, Kelly; Lasry, Nathaniel; Chu, Kelvin; Mazur, Eric
Titel	Role of Physics Lecture Demonstrations in Conceptual Learning
Quelle	In: Physical Review Special Topics - Physics Education Research, 9 (2013) 2, S.020113-1 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.9.020113
Schlagwörter	Science Instruction; Lecture Method; Scientific Concepts; Demonstrations (Educational); Teaching Methods; Introductory Courses; Magnets; Mechanics (Physics); College Science; Student Attitudes; College Students; Prediction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Stabmagnet; Mechanik; Schülerverhalten; Collegestudent; Vorhersage; Unterrichtserfolg
Abstract	Previous research suggests that students; prior knowledge can interfere with how they observe and remember lecture demonstrations. We measured students' prior knowledge in introductory mechanics and electricity and magnetism at two large universities. Students were then asked to predict the outcome of lecture demonstrations. We compare students' predictions before having seen the demonstration to what they report having seen both right after the demonstration and several weeks later. We report four main findings. First, roughly one out of every five observations of a demonstration is inconsistent with the actual outcome. Second, students who understand the underlying concepts before observing the demonstration are more likely to observe it and remember it correctly. Third, students are roughly 20% (23%) more likely to observe a demonstration correctly if they predict the outcome first, regardless of whether the prediction is correct or not. Last, conceptual learning is contingent on the student making a correct observation. This study represents an initial step towards understanding the disconnect reported between demonstrations and student learning. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10