93
January 4–7, 2014
Tuesday afternoon
are supported by summer research students. Pre- and post-institute
self-reflective surveys of the teachers show a noted increased positive
correlation towards teaching science and mathematics. We have also
seen an increase in the Reformed Teaching Observation Protocol
scores for all teachers participating in the Institute including lesson
design, procedural knowledge, propositional knowledge, communica-
tive interactions, and student/teacher relationships.
*Sponsored by Peter Sheldon
Session GH: Interactive Lecture
Demonstrations – What’s New?
ILDs Using Clickers and Video
Analysis
Location: Salon 11
Sponsor: Committee on Research in Physics Education
Co-Sponsor: Committee on Educational Technologies
Date: Tuesday, January 7
Time: 12–1:10 p.m.
Presider: Priscilla Laws
GH01:
12-12:30 p.m. Interactive Lecture Demonstrations:
Active Learning in Lecture Including Clickers and
Video Analysis
Invited – David Sokoloff, University of Oregon, Department of Physics,
Eugene, OR 97403-1274;
Ronald Thornton, Tufts University
The results of physics education research and the availability of
microcomputer-based tools have led to the development of the Activ-
ity Based Physics Suite.
1
Most of the Suite materials are designed for
hands-on learning, for example student-oriented laboratory curricula
such as RealTime Physics. One reason for the success of these materi-
als is that they encourage students to take an active part in their learn-
ing. This interactive session will demonstrate “through active audience
participation” Suite materials designed to promote active learning in
lecture, Interactive Lecture Demonstrations (ILDs)
2,3
including those
using clickers and video analysis.
1. E.F. Redish,
Teaching Physics with the Physics Suite
(Wiley, Hoboken, NJ,
2004).
2. David R. Sokoloff and Ronald K. Thornton,
Interactive Lecture Demonstra-
tions
(Wiley, Hoboken, NJ, 2004).
3. David R. Sokoloff and Ronald K. Thornton, “Using Interactive Lecture
Demonstrations to create an active learning environment,”
Phys. Teach.
35
(6),
340 (1997).
GH02:
12:30-1 p.m. Interactive Lecture Demonstrations:
Effectiveness in Teaching Concepts
Invited – Ronald Thornton, Tufts University, 4 Colby St., Medford, MA
02155;
David Sokoloff, University of Oregon
The effectiveness of Interactive Lecture Demonstrations (ILDs) in
teaching physics concepts has been studied using physics education
research based, multiple-choice conceptual evaluations.(1) Results of
such studies will be presented, including studies with clicker ILDs.
These results should be encouraging to those who wish to improve
conceptual learning in their introductory physics course.
1. David R. Sokoloff and Ronald K. Thornton, “Using Interactive Lecture
Demonstrations to Create an Active Learning Environment,”
Phys. Teach
.
35
,
340 (1997).
GH03:
1-1:10 p.m. Clicker Questions for Interactive
Lecture Demonstrations
Contributed – Tetyana Antimirova, Ryerson University, Toronto, ON M5B
2K3 Canada;
Lecture demonstrations are often counterintuitive and potentially
confusing to students. Just showing the demonstrations in class
can often lead the students to incorrect conclusions. Requiring the
students to make predictions about the demonstration outcomes
improves the effectiveness of the demonstrations.
1
Clickers allow very
fast collection of the predictions in large-enrollment classes. However,
the success of this approach relies on the availability of meaningful
multiple choice questions to probe the students’ understanding. We
will discuss the multiple-choice questions writing activities in a large
introductory physics class as well as an upper-year independent study
project in which the students themselves learn how to create multiple
choice questions for the interactive lecture demonstrations.
1. D.R. Sokoloff and R.K.Thornton,
Interactive Lecture Demonstrations, Active
Learning in Introductory Physics
(Wiley, 2006).
