One hour active-engagement tutorials using microcomputer-based laboratory (MBL) equipment were substituted for traditional problem-solving recitations in introductory calculus-based mechanics classes for engineering students at the University of Maryland. The results of two specific tutorials, one on the concept of instantaneous velocity and one on Newton’s third law were probed by using standard multiple-choice questions and a free-response final exam question. A comparison of the results of 11 lecture classes taught by six different teachers with and without tutorials shows that the MBL tutorials resulted in a significant improvement compared to the traditional recitations when measured by carefully designed multiple-choice problems. The free-response question showed that, although the tutorial students did somewhat better in recognizing and applying the concepts, there is still room for improvement.
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January 1997
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January 01 1997
On the effectiveness of active-engagement microcomputer-based laboratories
Edward F. Redish;
Edward F. Redish
Department of Physics, University of Maryland, College Park, Maryland 20742
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Jeffery M. Saul;
Jeffery M. Saul
Department of Physics, University of Maryland, College Park, Maryland 20742
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Richard N. Steinberg
Richard N. Steinberg
Department of Physics, University of Maryland, College Park, Maryland 20742
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Am. J. Phys. 65, 45–54 (1997)
Article history
Received:
April 26 1996
Accepted:
July 29 1996
Citation
Edward F. Redish, Jeffery M. Saul, Richard N. Steinberg; On the effectiveness of active-engagement microcomputer-based laboratories. Am. J. Phys. 1 January 1997; 65 (1): 45–54. https://doi.org/10.1119/1.18498
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