... approaches SCALE-UP 2. Engagement within the lecture setting Solution when unable to change the physical space (lecture hall or traditional classroom) Can be implemented within existing course structure with little overhead Peer Instruction (PI); Interactive Lecture Demonstrations (ILDs) 3...

... ). 10.1119/1.2344715 Sokoloff , D. R. and Thornton , R. K. , Interactive Lecture Demonstrations ( Wiley , Hoboken, NJ , 2004 ). Sokoloff , D. R.   et al. , Real-Time Physics: Active Learning Laboratories, Module 1: Mechanics, Module 2: Heat and Thermodynamics, Module 3...

... tested in exams. During the physics course, 2 h of lectures are given on this topic. Students are required to work in the lab on electricity for 2 h and have an optional additional 2 h to review all experiments from the labs. They may also borrow some equipment prior to the exam if they personally...

... verify physics results from the lecture. This has been the predominant experience of most students in earlier physics courses. Thinking Critically in Physics lab activities often present students with discrepant results that do not verify a known result or measurements where standard textbook models...

... classroom setting where students can move flexibly between discussion, activity, and lab exploration. Many can be implemented in traditional settings (e.g., M&I— Chabay and Sherwood, 2007 ), and some can use traditional settings to make them student-centered even in a large lecture format (e.g., ISLE...

.... , The Logic of Modern Physics ( Macmillan , 1927 ). Feynman , R.P.   et al. , The Feynman Lectures on Physics ( Addison-Wesley , 1977 ), Vol. 1, Ch. 5. Henriksen , E. K.   et al. , Phys. Educ.   49 ( 6 ), 678 ( 2014 ). 10.1088/0031-9120/49/6/678 Kersting , M.   et al...

... a generalizable form of problem-solving that emphasized the conceptual structure of physics and its mathematical nature. Modeling is accomplished in lectures that introduce physics concepts as solutions to problems. Those concepts are combined with previous concepts by the lecturer to demonstrate the solution...

... diSessa , A. A. , The Handbook of Education and Human Development: New Models of Learning, Teaching, and Schooling , edited by D. R.   Olson and N.   Torrance ( Blackwell Publishers, Ltd ., Oxford , 1996 ), pp. 709 – 730 . diSessa , A. A. , Invited Lectures From the 13th...

... also interviewed 11 of the participants and observed 9 of 11 in the classroom. Many respondents (42%) indicated that the majority of each class period is spent in the traditional lecture format, while varied presentation strategies showed the highest reported use (3.93/5 adjusted mean). Instructors...

... robotics clubs, lectures held as part of “science pubs,” amateur astronomy groups, and through the media including podcasts and social media posts. Each of the settings provides a wealth of opportunities not only for connecting with public audiences but also for investigating physics learning...

... to a lecture ( Keiner and Burns, 2010 ). These students feel that they are not “being taught.” Since GTAs are often expected to teach with active learning strategies, where they need to be more of a facilitator than a commander ( Unger-Gallagher, 1991 ), it is important to prepare them for these potential...

.../012105 Feynman , R. P. , The Feynman Lectures on Physics ( Addison-Wesley , 1963 ), ISBN 978-0201020106. Galili , I. , Sci. Educ.   28 ( 3–5 ), 503 – 537 ( 2019 ). 10.1007/s11191-019-00042-4 Gardner , P. L. , Int. J. Sci. Educ.   21 ( 3 ), 329 – 347 ( 1999...

... investigated the gender gap in an introductory physics 1 course on the FCI when modeling instruction (MI) was implemented as opposed to lecture-based courses ( Brewe et al., 2010 ). Results show that while students in the MI course outperformed students in the lecture-based course, the gender gap...