1. Is there a right way to teach physics?

2. Physics education research (1980–2000)
has identified many common misconceptions,
has led to construction of standardized diagnostic tests,

4. Correct responses: pre- and post-traditional instruction
100
Correct (%) 50
Coin toss
Cart ramp
1st & 2nd (nl)
1st & 2nd (g)

5. Physics education research (1980–2000)
has identified many common misconceptions,
has led to construction of standardized diagnostic tests,
has prompted development of targeted teaching strategies.

6. 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.

7. Correct responses: pre- and post-traditional
100
Correct (%) 50
Coin toss
Cart ramp
1st & 2nd (nl)
1st & 2nd (g)

8. Correct responses: pre- and post-ILD
100
Correct (%) 50
Coin toss
Cart ramp
1st & 2nd (nl)
1st & 2nd (g)

9. Evaluation of ILDs at SU
450 Introductory physics students
4 calculus-based classes
1 “Advanced” stream
3 “Regular” streams
1 Regular class taught with ILDs others used as controls

10. Course structure (standard):
Kinematics, force & motion, work & energy, collisions, rotational dynamics (HRW chapters 1–12 )
15 1-hour lectures (5 weeks)
2 assignments, 1-hour examination

11. Course structure (ILD) :
Kinematics, force & motion, work & energy, collisions, rotational dynamics (HRW chapters 1–12 )
11 1-hour lectures 4 1-hour ILD sessions
2 assignments, 1-hour examination

12. Correct responses: pre-instruction
100
Correct (%) 50
Velocity
Coin Acc
Coin toss
Cart ramp
Energy
3rd contact
Acceleration
1st & 2nd (nl)
1st & 2nd (g)
3rd collision

13. Correct responses: pre- and post-instruction
100
Correct (%) 50
Velocity
Coin Acc
Coin toss
Cart ramp
Energy
3rd contact
Acceleration
1st & 2nd (nl)
1st & 2nd (g)
3rd collision

14. Relative gain: experimental and control classes
100
Gain (%) 50
Velocity
Energy
Coin Acc
Coin toss
Cart ramp
3rd contact
Acceleration
1st & 2nd (nl)
1st & 2nd (g)
3rd collision

15. Average gain: all Introductory classes
100
Average gain (%) 50
Regular
(standard)
Advanced
Regular
(ILD)

16. Exam results: all Regular classes7 6 5 4
Marks 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12
Question number

17. Exam results: all Regular classes7 6 5 4
Marks 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12
Question number

18. Conclusions: Is there a cultural bias?
Is the laboratory component crucial?
Is there no such thing as a magic bullet?