Effective Strategies for Interactive Large Group Teaching and Learning?
Physics education research (1980–2000) has led to the construction of standardized diagnostic tests has prompted development of targeted teaching strategies.
Mathematics and Physics Conceptual Evaluation Thornton & Sokoloff, Am. J. Phys, 66(4), 1998, p 338
Interactive Lecture Demonstrations use computers in lectures to log and display data in various representations, rely on carefully controlled teacher- class interactions, claim very substantial gains in student learning
Evaluation of ILDs at Sydney First semester 1999, 1 Regular class (130 students) taught with ILDs Advanced stream and other 2 Regular streams (320 students) as controls Module chosen was MECHANICS, (HRW chapters 1–12 )
Logistics Control classes had 15 1-hour lectures (5 weeks) Experimental class had 11 1-hour lectures plus 4 1-hour ILD sessions All tested during first lecture period, and again in middle of the semester.
Same experiment started in a Thai university in 2002 Mahidol University, Bangkok. 1300 first year physics, medical science and engineering students. Only results from first stage of the experiment available so far.
Pre-test scores Average fraction of students getting correct answers
Conclusions? This teaching technique seems to achieve what it claims (to a degree) This teaching technique requires practice and commitment to be used successfully There seems to be a small fraction of students who cannot be reached