Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Engineering Physics and Physics
While active learning has been shown in several studies to be more effective approach to developing student learning than the traditional lecture format, ambiguities exist about the effectiveness of flipped classes. In this preliminary study, we show that there are conditions when flipped classrooms are effective and others where they are not. The study uses data collected from two sets of courses: the first set is algebra-based physics courses for upper-level biology and exercise science majors, while the second is a calculus-based physics courses for freshman engineering majors and upper-level pre-professional students. Students were evaluated using the Force Concept Inventory, and the Conceptual Survey of Electricity and Magnetism. The results indicate that flipped classes are generally more useful for freshman, while upper-level students appear to find lecture courses more effective. Specific practices used in both the flipped and lecture-based courses will be discussed in detail.
Bauer-Reich, C., & Christiansen, K. (2020, June), A Preliminary Study to Define Limits of Active Learning Strategy Effectiveness in Physics Courses Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34034
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