Physics lecturing with audience paced feedback

American Journal of Physics

Volumn 66, Issue 5, 1998, Pages 439-441

  Poulis, J ^a   Massen, C ^a   Robens, E ^b   Gilbert, M ^c  

^a EINDHOVEN UNIVERSITY OF TECHNOLOGY   (Netherlands)

^b JOHANNES GUTENBERG UNIVERSITY   (Germany)

^c UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032392595     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.18883     Document Type: Article

References (13)

1. For example, I. A. Halloun and D. Hestenes, "The initial knowledge state of college physics students," Am. J. Phys. 53, 1043-1055 (1985); M. Jackson and M. T. Prosser, "Less Lecturing, More Learning," Stud. Higher Educ. 14 (1), 55 (1989); F. Costin, "Lecturing versus other methods of teaching: A Review of Research", Br. J. Educ. Technol. 3 (1), 4-31 (1972).
2. For example, I. A. Halloun and D. Hestenes, "The initial knowledge state of college physics students," Am. J. Phys. 53, 1043-1055 (1985); M. Jackson and M. T. Prosser, "Less Lecturing, More Learning," Stud. Higher Educ. 14 (1), 55 (1989); F. Costin, "Lecturing versus other methods of teaching: A Review of Research", Br. J. Educ. Technol. 3 (1), 4-31 (1972).
3. For example, I. A. Halloun and D. Hestenes, "The initial knowledge state of college physics students," Am. J. Phys. 53, 1043-1055 (1985); M. Jackson and M. T. Prosser, "Less Lecturing, More Learning," Stud. Higher Educ. 14 (1), 55 (1989); F. Costin, "Lecturing versus other methods of teaching: A Review of Research", Br. J. Educ. Technol. 3 (1), 4-31 (1972).
4. Many are identified in Diana Laurillard, Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (Routledge, London, UK, 1993), pp. 120-178.
5. For example, "Is this equation dimensionally incorrect?"
6. At a trivial level, simply looking to see which students are facing the lecturer only measures that item, and not whether the student is listening.
7. Studied in F. J. Roethlisberger and W. J. Dickson, Management and the Worker (Harvard U.P., Cambridge, MA, 1946), pp. 3-604; further discussed in H. M. Parsons "What happened at Hawthorne?" Science 183, 922-932 (1974); and G. Adair, "The Hawthorne effect: A reconsideration of the methodological artifact," J. Appl. Psych. 69 (2), 334-345 (1984).
8. Studied in F. J. Roethlisberger and W. J. Dickson, Management and the Worker (Harvard U.P., Cambridge, MA, 1946), pp. 3-604; further discussed in H. M. Parsons "What happened at Hawthorne?" Science 183, 922-932 (1974); and G. Adair, "The Hawthorne effect: A reconsideration of the methodological artifact," J. Appl. Psych. 69 (2), 334-345 (1984).
9. Studied in F. J. Roethlisberger and W. J. Dickson, Management and the Worker (Harvard U.P., Cambridge, MA, 1946), pp. 3-604; further discussed in H. M. Parsons "What happened at Hawthorne?" Science 183, 922-932 (1974); and G. Adair, "The Hawthorne effect: A reconsideration of the methodological artifact," J. Appl. Psych. 69 (2), 334-345 (1984).
10. These data are drawn from the Teaching Evaluation Scheme at TUE.
11. The standard deviations of these are not recorded.
12. Before 1979 the data are no longer available, and after 1992 there are no relevant lecture variations. These data are independent of the data provided by Ref. 6 (which was from a separate study regarding the entire university, hence the disparity in sample size).
13. For example, E. Mazur, Peer instruction A Users Manual (Prentice-Hall, Upper Saddle River, NJ, 1997), pp. 3-42.