Improved Learning in a Large-Enrollment Physics Class
Abstract
We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction.
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Published In
Science
Volume 332 | Issue 6031
13 May 2011
13 May 2011
Copyright
Copyright © 2011, American Association for the Advancement of Science.
Submission history
Received: 16 December 2010
Accepted: 5 April 2011
Published in print: 13 May 2011
Acknowledgments
Acknowledgments: This work was supported by the University of British Columbia through the Carl Wieman Science Education Initiative.
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