Active learning techniques are generally considered to be any classroom activities in which students become an active participant in learning, instead of a passive listener to a lecture. Service learning activities are generally experiential (real life) and reflective problem-based learning activities in which students enrolled in an academic course provide a needed service to a community partner. In the fall semester of 2016, one section of a calculus-based Physics I course included both active learning and service learning components. One of the several active learning activities used in this course was that demonstrations, traditionally performed by the instructor, were performed by the students for an audience of seventh- and eighth-graders. Prior to the presentations, the groups of students met with the instructor to learn and practice the demonstrations. After perfecting their presentations, the students invited seventh- and eighth-graders from an inner city school to a “Day of Science,” where they presented the demonstrations for part of the day. This paper reports on the active learning and service learning activities involved in the “Day of Science” and analyzes the results.

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