Use of interactive lecture demonstrations: A ten year study

dc.creator	Ronald Thornton
dc.creator	Ian Cooper
dc.creator	Chris Stewart
dc.creator	Andrew Hopkins
dc.creator	Gordon Robertson
dc.creator	Kevin Varvell
dc.creator	Helen Johnston
dc.creator	Ian D. Johnston
dc.creator	Manjula D. Sharma
dc.date	2010-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:40:00Z
dc.date.available	2015-07-20T22:40:00Z
dc.identifier	1554-9178
dc.identifier	https://doaj.org/article/a7d130e593394451bd782e6e3723ef10
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23252
dc.description	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.
dc.language	English
dc.publisher	American Physical Society, APS
dc.relation	http://link.aps.org/doi/10.1103/PhysRevSTPER.6.020119
dc.relation	https://doaj.org/toc/1554-9178
dc.source	Physical Review Special Topics. Physics Education Research, Vol 6, Iss 2 (2010)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Use of interactive lecture demonstrations: A ten year study
dc.type	article