• Corpus ID: 119396502

Seeing the real world: Comparing learning from enhanced lecture demonstrations and verification labs

  title={Seeing the real world: Comparing learning from enhanced lecture demonstrations and verification labs},
  author={Emily M. Smith and Natasha G. Holmes},
  journal={arXiv: Physics Education},
Instructors in introductory physics courses often use labs and demonstrations to reinforce that the physics introduced in lectures and textbooks describes what actually happens in the real world. The surface features of these activities are similar and instructional learning goals are usually identical, but physics education research has surprisingly found very different impacts of these instructional methods on students' physics content knowledge. In this paper we discuss possible mechanisms… 

Figures from this paper

Why Traditional Labs Fail…and What We Can Do About It

Science is, at its core, an empirical discipline: Theories must coordinate with evidence obtained through systematic, scientific investigations. Learning science involves learning how science is

The Color of Habitability

From life on other planets to virtual classrooms this thesis spans a wide array of research topics all based on how we see other worlds. Our understanding of everything from moon phases, the planets

Ready student one: Exploring the predictors of student learning in virtual reality

Differences between conditions based on gender, which was highly correlated with experience with video games, may indicate certain groups have an advantage in the VR setting.



Using interactive lecture demonstrations to create an active learning environment

A general strategy for making the learning environment in large (and small) lectures more effective by increasing student involvement by using Microcomputer-Based Interactive Lecture Demonstrations is reported on.

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Instructional labs are widely seen as a unique, albeit expensive, way to teach scientific content. We measured the effectiveness of introductory lab courses at achieving this educational goal across

Measuring the impact of an instructional laboratory on the learning of introductory physics

We have analyzed the impact of taking an associated lab course on the final exam scores in two large introductory physics courses. Performance between students who did and did not take the lab course

Quantitative Comparisons to Promote Inquiry in the Introductory Physics Lab

In a recent report, the American Association of Physics Teachers has developed an updated set of recommendations for curriculum of undergraduate physics labs. This document focuses on six major

Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.

Being told procedures and concepts before problem solving can inadvertently undermine the learning of deep structures in physics. If students do not learn the underlying structure of physical

Teaching the concepts of measurement: An example of a concept-based laboratory course

For students to successfully complete an experiment, they must have an understanding of measurement and its related uncertainty. We argue for teaching the concepts of measurement and not only the

A time for telling

Suggestions for improving text understanding often prescribe activating prior knowledge, a prescription that may be problematic if students do not have the relevant prior knowledge to begin with. In

Toward better physics labs for future biologists

We have developed a set of laboratories and hands on activities to accompany a new two-semester interdisciplinary physics course that has been developed and tested in two small test classes at the

Cognitive Load Theory and Instructional Design: Recent Developments

Cognitive load theory (CLT) is a major theory providing a framework for investigations into cognitive processes and instructional design, and by simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures.

The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes

This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and