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Ways of incorporating active learning experiences: An exploration of worksheets over five years in a first year Thai Physics courses
European Journal of Physics ( IF 0.7 ) Pub Date : 2020-11-25 , DOI: 10.1088/1361-6404/abcdde
A Eambaipreuk 1 , K Arayathanitkul 1 , N Emarat 1 , M D Sharma 2
Affiliation  

It has been established that the incorporation of active learning experiences in the context of university lectures increases the overall student learning. This study contributes to literature by examining iterations of incorporating interactivity where content, structure and time spent on different in-class activities, 'intensity' are varied. The study described in this paper deals in some depth with the use of worksheets during lectures on the topic of circular motion. The study was done with a total of 1,405 student studying first year physics over five years at Mahidol University, Thailand. Over these years the style of the worksheets as well as the in-class activities was modified. In the first year the worksheet contained a subsection for note taking as well as problem-solving practice; in the second year a problem-solving strategy was introduced; in the third year a lecture demonstration with associated free body diagrams were included; in the final two years these diagrams were modified. There was a statistically significant difference between student performance on an examination question of circular motion between the first year cohort and the cohorts of later years. However, the results for later years indicate a saturation of mean scores. This saturation level needs to be further investigated in different topics, with different cohorts and with different types of active learning.

中文翻译:

融入主动学习经验的方法:泰国物理课程第一年五年内对工作表的探索

已经确定,在大学讲座的背景下结合积极的学习经验会增加学生的整体学习。本研究通过检查在不同课堂活动上花费的内容、结构和时间、“强度”各不相同的交互性的迭代,为文献做出贡献。本文中描述的研究深入探讨了在关于圆周运动主题的讲座中使用工作表的问题。这项研究是在泰国玛希隆大学学习一年级物理一年级的学生共 1,405 名完成的。这些年来,工作表的风格以及课堂活动都发生了变化。在第一年,工作表包含一个小节,用于记录笔记和解决问题的练习;第二年引入了解决问题的策略;在第三年,包括了带有相关自由身体图的讲座演示;在最后两年,这些图表被修改。在第一年和以后的队列中,学生在圆周运动考试问题上的表现在统计学上存在显着差异。然而,后来几年的结果表明平均分数已经饱和。这种饱和度需要在不同的主题、不同的队列和不同类型的主动学习中进一步研究。在第一年队列和以后的队列之间,学生在圆周运动考试问题上的表现在统计学上存在显着差异。然而,后来几年的结果表明平均分数已经饱和。这种饱和度需要在不同的主题、不同的队列和不同类型的主动学习中进一步研究。在第一年队列和以后的队列之间,学生在圆周运动考试问题上的表现在统计学上存在显着差异。然而,后来几年的结果表明平均分数已经饱和。这种饱和度需要在不同的主题、不同的队列和不同类型的主动学习中进一步研究。
更新日期:2020-11-25
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