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Title: Effectiveness of Abridged Interactive Lecture Demonstrations DOC
Url: http://piggy.cis.rit.edu/franklin/perc2002/French.doc
Creator: Cummings, Karen
French, Timothy
Publisher: Rochester Institute of Technology. Center for Imaging Science
Description: This paper, presented at the 2002 Physics Education Research Conference, describes an experiment designed to investigate an abridged Interactive Lecture Demonstration performed in the Studio Physics I course at Rensselaer Polytechnic Institute (RPI) during the spring of 2002. Approximately 300 students in several different sections of the course were divided into two groups. Both groups witnessed an entire Newton's Third Law ILD series. However, one group was asked for only a prediction before viewing each demonstration. The other group was prompted to engage in all eight steps of the suggested ILD procedure. The authors provide a detailed discussion of the experiment, learning gains for the two groups as measured with the Force and Motion Conceptual Evaluation (FMCE), and implications for instruction.
LC Classification: Education -- Theory and practice of education -- Educational psychology -- Learning
Science -- Physics -- Study and teaching. Research -- Experiments
GEM Subject: Science -- Physics
Science -- Instructional issues
Key Concept: Physics
Key Concepts Complete: Yes
Date Issued: 2002
Resource Type: Reading Materials
Format: doc
Audience: Administrators
College/University Instructors
Curriculum Supervisors
Higher Education
Professional Formation
Secondary Education
Student Teachers
Teacher Educators
Teachers
Teaching Professionals
Technical School First Cycle
Technical School Second Cycle
University First Cycle
University Postgrad
University Second Cycle
Language: English
Access Rights: Free access
Subject: Education Practices
Force and Motion Concept Evaluation (FMCE)
Interactive Lecture Demonstration (ILD)
Date Of Record Release: 2010-11-09 03:00:02 (W3C-DTF)
Date Last Modified: 2011-09-13 12:45:34 (W3C-DTF)
Source: comPADRE  comPADRE
Full Record Views: 35
Resource URL Clicks: 9
Cumulative Rating: NOT YET RATED
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