TY - JOUR
T1 - Use of interactive lecture demonstrations
T2 - A ten year study
AU - Sharma, Manjula D.
AU - Johnston, Ian D.
AU - Johnston, Helen
AU - Varvell, Kevin
AU - Robertson, Gordon
AU - Hopkins, Andrew
AU - Stewart, Chris
AU - Cooper, Ian
AU - Thornton, Ronald
PY - 2010
Y1 - 2010
N2 - The widely held constructivist view of learning advocates student engagement via interactivity. Within the physics education research community, several specific interactive strategies have been developed to enhance conceptual understanding. One such strategy, the Interactive Lecture Demonstration (ILD) is designed for large lecture classes and, if measured using specific conceptual surveys, is purported to provide learning gains of up to 80%. This paper reports on learning gains for two different Projects over ten years. In Project 1, the ILDs were implemented from 1999 to 2001 with students who had successfully completed senior high school physics. The learning gains for students not exposed to the ILDs were in the range 13% to 16% while those for students exposed to the ILDs was 31% to 50%. In Project 2, the ILDs were implemented from 2007 to 2009 with students who had not studied senior high school physics. Since the use of ILDs in Project 1 had produced positive results, ethical considerations dictated that all students be exposed to ILDs. The learning gains were from 28% to 42%. On the one hand it is pleasing to note that there is an increase in learning gains, yet on the other, we note that the gains are nowhere near the claimed 80%. This paper also reports on teacher experiences of using the ILDs, in Project 2.
AB - The widely held constructivist view of learning advocates student engagement via interactivity. Within the physics education research community, several specific interactive strategies have been developed to enhance conceptual understanding. One such strategy, the Interactive Lecture Demonstration (ILD) is designed for large lecture classes and, if measured using specific conceptual surveys, is purported to provide learning gains of up to 80%. This paper reports on learning gains for two different Projects over ten years. In Project 1, the ILDs were implemented from 1999 to 2001 with students who had successfully completed senior high school physics. The learning gains for students not exposed to the ILDs were in the range 13% to 16% while those for students exposed to the ILDs was 31% to 50%. In Project 2, the ILDs were implemented from 2007 to 2009 with students who had not studied senior high school physics. Since the use of ILDs in Project 1 had produced positive results, ethical considerations dictated that all students be exposed to ILDs. The learning gains were from 28% to 42%. On the one hand it is pleasing to note that there is an increase in learning gains, yet on the other, we note that the gains are nowhere near the claimed 80%. This paper also reports on teacher experiences of using the ILDs, in Project 2.
UR - http://www.scopus.com/inward/record.url?scp=78649342803&partnerID=8YFLogxK
U2 - 10.1103/PhysRevSTPER.6.020119
DO - 10.1103/PhysRevSTPER.6.020119
M3 - Article
AN - SCOPUS:78649342803
SN - 1554-9178
VL - 6
SP - 1
EP - 9
JO - Physical Review Special Topics - Physics Education Research
JF - Physical Review Special Topics - Physics Education Research
IS - 2
M1 - 020119
ER -