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Active Learning Strategies in Physics

This document discusses active learning strategies that can be incorporated into physics pedagogy to improve student understanding beyond traditional lecture-based methods. It outlines research showing interactive engagement increases learning gains compared to lectures alone. Specific active learning strategies described include interactive demonstrations, ranking tasks, Socratic dialogue-inducing labs, tutorials, and two-stage cooperative assessments. Resources are provided for each strategy to help instructors implement them. The goal is for students to construct their own understandings through guided social interaction and receive immediate feedback rather than functioning as passive listeners.

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92 views

Active Learning Strategies in Physics

This document discusses active learning strategies that can be incorporated into physics pedagogy to improve student understanding beyond traditional lecture-based methods. It outlines research showing interactive engagement increases learning gains compared to lectures alone. Specific active learning strategies described include interactive demonstrations, ranking tasks, Socratic dialogue-inducing labs, tutorials, and two-stage cooperative assessments. Resources are provided for each strategy to help instructors implement them. The goal is for students to construct their own understandings through guided social interaction and receive immediate feedback rather than functioning as passive listeners.

Uploaded by

api-529106856
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Active Learning

Strategies in Physics
Options to incorporate more active
learning strategies into your pedagogy
toolbox.
Sentiments about Physics
• Were you excited about your first physics class?

• Did you have anxiety about the class?

• Do you think your students would learn physics if they just listened
carefully to lectures?
Table of Contents
• Why do we need active learning?
• What can we learn from Physics education research?
• What are active learning strategies?
– Interactive Demonstrations
– Ranking Tasks
– SDI & ADI Labs
– Tutorials
– Two-stage Cooperative Assessments

• Where can I find more active learning strategies?


Why do we need active learning?
• Force Concept Inventory (FCI) quantifies student progress in physics
understanding
• Correlation between an increase in FCI scores and interactive
education strategies compared to traditional lecture-based classes
• A second correlation exists between students with higher scientific
reasoning skills and greater gains from the FCI
• Scientific reasoning must be taught and can be identified as including:
– Proportional reasoning
– Restrained impulsiveness
– Social construction
– Metacognition
Evaluation Tools
• If interested in using the FCI to assess student progress, it can be
found at:
– https://www.modelinginstruction.org/effective/evaluation-instruments/
– Consider using the simplified FCI for freshmen physics classes

• The MBT-Mechanics Baseline Test can also be useful to determine


student understanding (should be used more cautiously, only
after instruction)
• Evaluation tools are necessary to develop data-driven methods
in our pedagogy
What can we learn from Physics
education research?
• Traditional teaching methods
work for a minority of students
• Interactive engagement
increases student buy-in
• Interactive instruction is more
equitable
• Developing understanding in
science requires social
construction
What are traditional teaching
methods?
• Lecture -> Practice -> Verification Labs -> Test -> Repeat
• What are some of the issues with this style?
– Minimal, infrequent feedback
– Students are more passive
– Preconceptions or alternative conceptions not explicitly addressed
– No or very little construction of personal models
– Provides less context for learning
– Students focus on passing tests
What are active learning methods?
• A constructivist approach that encourages
students to construct their own understandings
with guided instruction

• Characteristic of active learning:


– Students spend more time active engaged
in doing/thinking/talking, not listening
– Students interact with peers
– Students receive immediate feedback
– Instructor is a facilitator
– Students take more responsibility for their
knowledge
Active Learning
Strategies
Interactive Demonstrations
• A demonstration that challenges
preconceptions and creates an opportunity
for students to articulate their reasoning

• Students:
– Predict the outcome of the
demonstration. Individually then pair up
and share.
– Experience the demonstration. Make
observations or analyze data to confirm
their prediction (or not).
– Reflect on the results. Consider why they
made their prediction and which way
the demonstration confirmed or
contradicted their thinking.
Give it a Shot
• Predict – will the ball hit the
monkey if it is released at the
same time the ball is fired?
Will it go too high? Too low?
– Discuss your reasoning with your
partner. Make sure you have a
reason, not just a guess.
Helpful Resources for Interactive
Demonstrations
• SERC Pedagogic Service Project
– https://serc.carleton.edu/introgeo/demonstrations/index.html

• Interactive Lecture Demonstrations by David R. Sokoloff


& Ronald K. Thornton
– https://www.wiley.com/en-
us/Interactive+Lecture+Demonstrations%2C+Active+Learning+in+Introduct
ory+Physics-p-9780471487746
Ranking Tasks
• Easy to engage activities that
address common student
preconceptions and aid in
getting students to articulate
their thinking
– Can be used as warm-ups,
think-pair-share prompts,
conceptual questions on
assessments
– Excellent source of peer
interaction and discussion
Helpful Resources for Ranking Tasks
• Ranking Task Exercises in Physics: Student Edition
– https://www.pearson.com/us/higher-education/program/O-Kuma-
Ranking-Task-Exercises-in-Physics-Student-Edition/PGM196053.html

• TIPERs: Sensemaking Tasks for Introductory Physics


– https://www.pearson.com/us/higher-education/program/Hieggelke-TIPE-
Rs-Sensemaking-Tasks-for-Introductory-Physics/PGM127414.html

• Newtonian Tasks Inspired by Physics Education Research: nTIPERs


– https://www.pearson.com/us/higher-education/program/Hieggelke-
Newtonian-Tasks-Inspired-by-Physics-Education-Research-n-TIPE-
Rs/PGM151844.html
Socratic Dialog-Inducing and
Argument Driven Inquiry Labs
• Guided inquiry labs designed to promote construction of student
models and involve them in peer discussion and Socratic
dialogue
– Students use a guided experience that challenges their conceptions and
creates new experiences
– Encourages small-group work and peer discussion to come to a consensus
– Elaborates on this by including a Socratic-style dialogue with other groups
and the instructor
– Incorporates all typical skills found in labs, but more directed to develop
student understanding
Helpful Resources for Socratic-
Inducing Labs
• Richard R. Hake, Indiana University (SDI)
– https://web.physics.indiana.edu/sdi/

• Argument Driven Inquiry


– https://www.argumentdriveninquiry.com/
Tutorials in Physics
• Guided inquiry worksheets where
students in groups and instructor
engage in Socratic dialogue.

• Students are working to answer


their own questions as they are
introduced to new physics
concepts
– Good for small groups
– Helpful to include
whiteboarding
– Can be used to have class
discussions
Helpful Resources for Tutorials
• Open Source Tutorials
– https://www.physport.org/curricula/MD_OST/

• Activity Based Tutorials


– http://www.physics.umd.edu/perg/abp/abptutorials/abptuts.htm

• Tutorials in Physics
– https://www.pearson.com/us/higher-education/program/Mc-Dermott-
Tutorials-In-Introductory-Physics-and-Homework-Package/PGM235744.html
Two-Stage Cooperative Assessments
• Two stage exam where students do first part individually and
then a second stage as a group
• Second stage should be weighed less than individual part and
should be more conceptual
– Provides more immediate feedback to students
– Turns assessments into a learning opportunity
– Decreases stress levels
Give it a Shot
• Look at the problem shown to An airplane is flying 1200 m above
the right. Consider how you
could modify the problem to the ground at a speed of 200 m/s. It
elicit more discussion and be
drops a practice bomb, how far does
more conceptual.
the bomb travel horizontally?
Helpful Resources for Two-Stage
Cooperative Assessments
• Carl Wieman Science Education Initiative
– https://cwsei.ubc.ca/sites/default/files/cwsei/resources/instructor/Two-
stage_Exams.pdf

• University of Guelph, Office of Teaching and Learning


– https://otl.uoguelph.ca/system/files/Two%20Stage%20Exams%20handout_
0.pdf

• Physics Exams that Promote Collaborative Learning


– https://cwsei.ubc.ca/sites/default/files/cwsei/outcomes/SEIresearch/Wiem
an-Rieger-Heiner_Two-Stage-Exam_PT2014.pdf
What are your thoughts?
• Please complete the feedback form:
https://bit.ly/3vCT80t

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