The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were "the best part of the course" from which they "learned the most." Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.
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8 February 2012
2011 PHYSICS EDUCATION RESEARCH CONFERENCE
3–4 August 2011
Omaha, NE
2011 Physics Education Research Conference
Research Article|
February 08 2012
Socratic dialogs and clicker use in an upper-division mechanics course
H. Vincent Kuo;
H. Vincent Kuo
Colorado School of Mines, Department of Physics, 1523 Illinois Street, Golden, CO 80401,
USA
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Patrick B. Kohl;
Patrick B. Kohl
Colorado School of Mines, Department of Physics, 1523 Illinois Street, Golden, CO 80401,
USA
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Lincoln D. Carr
Lincoln D. Carr
Colorado School of Mines, Department of Physics, 1523 Illinois Street, Golden, CO 80401,
USA
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AIP Conf. Proc. 1413, 235–238 (2012)
Citation
H. Vincent Kuo, Patrick B. Kohl, Lincoln D. Carr; Socratic dialogs and clicker use in an upper-division mechanics course. AIP Conf. Proc. 8 February 2012; 1413 (1): 235–238. https://doi.org/10.1063/1.3680038
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