Research-based Evaluation and Improvement of Physics Instructions

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Scientific methods of data analysis and evaluation for improving physics lectures have been developed. Peer Instruction has been implemented in the introductory physics course for freshmen as well as for high-school students. Data obtained from the pre-post tests and from the Peer-Instruction Efficiency have been used for quantitative analyses of students’ understanding of physics and the effectiveness of discussion among students. Our results suggest that it is possible to establish a loop of improving physics lectures by these scientific methods of quantitative analysis and evaluation of lectures.