Classroom demonstrations: Learning tools or entertainment?
Classroom demonstrations: Learning tools or entertainment?
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DOI：
10.1119/1.1707018
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发表时间：
2004-06-01
影响因子：
0.9
通讯作者：
Mazur, E
中科院分区：
文献类型：
--
作者：
Crouch, CH;Fagen, AP;Mazur, E
我们比较了学生从不同的课堂演示模式中学习的情况，以确定学生从传统演示中学到了多少，以及是否可以通过简单地改变演示模式来提高学生的参与度来提高学习效果。我们发现，被动观察演示的学生并不比根本没有看到演示的学生更好地理解潜在的概念，这与之前的研究一致。然而，通过增加学生的参与度来增强学习；然而，在看到演示结果之前预测它的学生表现出明显更好的理解力。(C)2004年美国物理教师协会。
We compared student learning from different modes of presenting classroom demonstrations to determine how much students learn from traditionally presented demonstrations, and whether learning can be enhanced by simply changing the mode of presentation to increase student engagement. We find that students who passively observe demonstrations understand the underlying concepts no better than students who do not see the demonstration at all, in agreement with previous studies. Learning is enhanced, however, by increasing student engagement; students who predict the demonstration outcome before seeing it, however, display significantly greater understanding. (C) 2004 American Association of Physics Teachers.