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Knowing Good Teaching
Teaching Innovations
Transitioning from Lecture to Group Problem-Solving Activities —
Michael Murray
Mouse-over a link for a summary; click a link for more details.
Background
Background
The introductory calculus-based physics sequence is designed to introduce scientists and engineers to the basics elements of classical physics: Newtonian mechanics and gravity, thermodynamics, waves, electricity and magnetism. Physics classes are traditionally taught in lecture-only format. I incorporated group problem-solving worksheets into daily classes in order to
push students to describe and illustrate difficult concepts
maximize peer interaction
improve performance on exams
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Implementation
Implementation
I applied a form of Mazur’s (1997) peer instruction techniques by having students complete worksheets in groups during class time. In contrast to traditional algebraic formulation of physics problems, my worksheets contained elements that required students to explain physics concepts using words and pictures. We discussed worksheet solutions in class; students would come to the front of the class and explain their answers to their peers. Later, a TA later graded the worksheets using solutions I developed.
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Student Performance
Student Performance
Students in the class that used worksheets to guide interactions obtained final course scores 4.5% higher than those in the traditional lecture course that was taught concurrently. This difference reflects the fact that students in the worksheet-based class scored significantly better on three of the four exams. Several students in my class commented that they enjoyed the group problem-solving and when formally surveyed mid-semester, most students reported that the worksheets helped them better understand the material.
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Reflections
Reflections
One advantage of combining lecture and group activities in each class was the change of pace it offered. I also enjoyed the increased opportunities for me to talk with individual students during class time. As the students became more comfortable with the process, they were more willing to come to the front of the class and explain their solutions. This would often lead to lively discussions and, in general, made the class environment more social. Witnessing students grapple with difficult concepts helped me gauge student understanding; this, in turn, allowed me to address common misconceptions during lecture. The benefits of peer-interaction and the learning gains from having students illustrate and describe difficult concepts outweighed the costs of lost lecture time; I plan to continue to use worksheets during my introductory physics course.
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Summary
Project Summary
An introductory physics professor aimed to increase student learning by redirecting class time from lecturing to group problem-solving activities.
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