Interactive Lecture Demonstrations
Interactive Lecture Demonstrations
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互动讲座演示
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
R. Thornton
中科院分区：
文献类型：
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作者：
D. Sokoloff;R. Thornton
交互式课堂演示是一种以学生为中心的教学方法，要求学生预测实验的结果，观察实验的结果，并根据他们以前的期望进行讨论。这些演示旨在反驳学生已知的误解，产生认知冲突和对现有概念的不满，并促进概念变化的过程。本研究以ILD为基础，探讨认知冲突对概念转变过程的影响，以及学生互动在这一过程中的作用。研究确定了三个主要的概念变化水平：高年级学生记住演示的结果，并使用共识模式进行解释；中等水平的学生可以回忆起结果，对替代模式不满意，但没有切换到共识模式；低水平--没有对结果有意义的回忆，替代模式没有变化。两组被试在讲演示范的基础上进行多重回声测验，其中一组只观察示范，没有进行预测和讨论。我们发现两组之间有显著差异，非互动组的学生回忆示威结果的能力明显下降。标准化学习收获和互动参与的背景：互动参与与传统方法：对6,000名学生对物理入门课程的力学测试数据的调查*印第安纳大学物理系理查德·R·哈克，印第安纳州布鲁明顿47405使用哈隆-赫斯滕斯力学诊断测试或更新的原力概念清单对62门入门物理课程的测试前/测试数据进行了调查，招收的学生总数为6,542人。如果将一门课程在促进概念理解方面的平均有效性的粗略衡量作为平均归一化收益，则可以对高中、学院和大学中的不同学生群体进行一致的分析。后者被定义为实际平均增益(%-%)与最大可能平均增益(100%-%)的比率。14个很少使用或不使用互动参与(IE)方法的“传统”(T)课程(N=2084)获得了平均收益T-AVE=0.23±0.04(STD Dev)。与之形成鲜明对比的是，大量使用IE方法的48门课程(N=4458)的平均收益IE-AVE=0.48±0.14(STD开发)，比传统课程的IE-AVE标准差高出近两倍。在Hestenes-Wells的问题解决力学基线测验的62门课程中，有30门(N=3259)的结果表明IE策略提高了问题解决能力。概念测试和问题解决测试的结果有力地表明，工业工程方法的课堂应用可以大大提高力学课程的有效性，远远超过传统的实践。归一化增益：=(前处理后)/(100前处理)
Interactive Lecture Demonstrations (ILD) are a student centered teaching method, in which students are asked to predict the outcome of an experiment, observe the outcome, and discuss it with respect to their former expectations. The demonstrations are designed to contradict students’ known misconceptions, generate cognitive conflict and dissatisfaction with the existing conception, and promote a process of conceptual change. An ILD based course was used to explore the effect of cognitive conflict on the conceptual change process, and the role of student interactivity in this process. Three major levels of conceptual change were identified: high – students who remember the outcome of the demonstration, and explain it using the consensus model; medium – students who can recall the outcome, are dissatisfied with their alternative model, but do not switch to the consensus model; and low – no meaningful recollection of the outcome, and no change in the alternative model. A multiplechoice test based on the lecture demonstration was given to two groups, one of which only observed the demonstrations, without predicting and discussing. We found a significant difference between the groups, with an obvious drop in students’ ability to recall the outcome of the demonstrations in the noninteractive group. Background on Normalized learning gains and Interactive Engagement: Interactive-engagement vs traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses* Richard R. Hake Department of Physics, Indiana University, Bloomington, Indiana 47405 A survey of pre/post test data using the Halloun-Hestenes Mechanics Diagnostic test or more recent Force Concept Inventory is reported for 62 introductory physics courses enrolling a total number of students N = 6542. A consistent analysis over diverse student populations in high schools, colleges, and universities is obtained if a rough measure of the average effectiveness of a course in promoting conceptual understanding is taken to be the average normalized gain . The latter is defined as the ratio of the actual average gain (% – % ) to the maximum possible average gain (100 – % ). Fourteen "traditional" (T) courses (N = 2084) which made little or no use of interactive-engagement (IE) methods achieved an average gain T-ave = 0.23 ± 0.04 (std dev). In sharp contrast, forty-eight courses (N = 4458) which made substantial use of IE methods achieved an average gain IE-ave = 0.48 ± 0.14 (std dev), almost two standard deviations of IE-ave above that of the traditional courses. Results for 30 (N = 3259) of the above 62 courses on the problem-solving Mechanics Baseline test of Hestenes-Wells imply that IE strategies enhance problem-solving ability. The conceptual and problem-solving test results strongly suggest that the classroom use of IE methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice. Normalized gain: = (post – pre) / (100-pre)