相关论文: Socratic Dialogs and Clicker use in an Upper-Divis…
In this case study, we investigated the effectiveness of peer interaction on responses to in-class clicker questions in an upper-level quantum mechanics course. We analyzed student performance on clicker questions answered individually and…
Substantial research indicates that active learning methods improve student learning more than traditional lecturing. Accordingly, current studies aim to characterize and evaluate different instructors' implementations of active learning…
In the Fall of 2013, Georgia Tech offered a 'flipped' calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the…
Engaging students with well-designed clicker questions is one of the commonly used research-based instructional strategy in physics courses partly because it has a relatively low barrier to implementation [1]. Moreover, validated robust…
Physics education researchers have developed many evidence-based instructional strategies to enhance physics students' conceptual learning. These strategies have historically been tested using assessments such as the Force Concept Inventory…
Favorable outcomes from ongoing research at the University of Colorado Boulder on student learning in junior-level electrostatics (E&M I) have led us to extend this work to upper-division electrodynamics (E&M II). We describe here our…
Providing individualized scaffolding for physics problem solving at scale remains an instructional challenge. We investigate (1) students' perceptions of a Socratic Artificial Intelligence (AI) chatbot's impact on problem-solving skills and…
Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level…
Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level…
Asking questions during class time is one form of participation not commonly employed by members of underrepresented groups in large enrollment college classrooms, even though the form of participation is highly conducive to student…
Science communication skills are considered essential learning objectives for undergraduate physics students. However, high enrollment and limited class resources present significant barriers to providing students ample opportunities to…
Engaging students with well-designed clicker questions is one of the commonly used research-based instructional strategy in physics courses partly because it has a relatively low barrier to implementation. Moreover, validated robust…
The integration of new technologies in the classrooms opens new possibilities for the teaching and learning process. Technologies such as student response system (e.g. Clicker) are getting popularity among teachers due to its effects on…
The scope of this paper was to find out how the students in Computer Science perceive different teaching styles and how the teaching style impacts the learning desire and interest in the course. To find out, we designed and implemented an…
This study uses social network analysis and the Classroom Observation Protocol for Undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP,…
In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed…
Transforming educational technologies through the integration of large language models (LLMs) and virtual reality (VR) offers the potential for immersive and interactive learning experiences. However, the effects of LLMs on user engagement…
We present a question bank consisting of over 250 multiple-choice and true-false questions covering a broad range of material typically taught in an introductory undergraduate course in numerical analysis or scientific computing. The…
Enhancing motivation and learning attitudes in an introductory physics course is an important but difficult task that can be achieved through class blogging. We incorporated into an introductory course a blog operated by upper-level physics…
The advent of MOOCs has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester blended introductory…