Role of physics lecture demonstrations in conceptual learning
Role of physics lecture demonstrations in conceptual learning
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DOI：
10.1103/physrevstper.9.020113
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发表时间：
2013-09-17
影响因子：
--
通讯作者：
Mazur, Eric
中科院分区：
文献类型：
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作者：
Miller, Kelly;Lasry, Nathaniel;Mazur, Eric
以前的研究表明，学生的先验知识会干扰他们如何观察和记住讲座演示。我们测量了两所大型大学的学生在力学、电学和磁学入门方面的先验知识。然后，学生们被要求预测演讲演示的结果。我们将学生们在观看演示之前的预测与他们在演示之后和几周后报告的预测进行比较。我们报告了四个主要发现。首先，大约每五个观察到的演示中就有一个与实际结果不一致。第二，在观察演示之前理解基本概念的学生更有可能观察并正确记住它。第三，如果学生先预测结果，无论预测是否正确，他们正确观察演示的可能性大约增加20%（23%）。最后，概念学习取决于学生做出正确的观察。这项研究是理解演示和学生学习之间脱节的第一步。
Previous research suggests that students' prior knowledge can interfere with how they observe and remember lecture demonstrations. We measured students' prior knowledge in introductory mechanics and electricity and magnetism at two large universities. Students were then asked to predict the outcome of lecture demonstrations. We compare students' predictions before having seen the demonstration to what they report having seen both right after the demonstration and several weeks later. We report four main findings. First, roughly one out of every five observations of a demonstration is inconsistent with the actual outcome. Second, students who understand the underlying concepts before observing the demonstration are more likely to observe it and remember it correctly. Third, students are roughly 20% (23%) more likely to observe a demonstration correctly if they predict the outcome first, regardless of whether the prediction is correct or not. Last, conceptual learning is contingent on the student making a correct observation. This study represents an initial step towards understanding the disconnect reported between demonstrations and student learning.