Active Learning of Physics: synergy of teaching strategies

79. GODOY P. PANDIELLA S Y BENEGAS J.,

Lat. Am. J. Phys. Educ.

LAPEN

Lugar: Mexico DF; Año: 2011

1870-9095

We report on the application of Tutorial for Introductory Physics and Interactive Lecture Demonstrations (ILD’s) in the  Mechanics course taken by engineering students at the Universidad Nacional de San Juan. Argentina. A pre/post test  quasi experimental design was implemented to compare the learning gains of two previously formed complete groups  of engineering students. One of the groups continued with the traditional instruction, while in the experimental group  active learning strategies were introduced in two steps: the first experiment included only Tutorials, while in the second  experiment ILD’s were added. Conceptual knowledge was measured with the Force Concept Inventory (FCI) test, while  the institutional evaluation included three rather traditional problem solving written exams. A normalized gain of g=0.27 was obtained in the control course, well above the average for traditional instruction, as indicated by the wide study of Hake. The experimental instruction yielded g=0.56 in the first application and g=0.62 in  the second experiment, indicating the synergy of using together coherent teaching strategies. The most striking result is  the high degree of student success in the institutional evaluation, which increased the fraction of retained (successful)  student to more than double that obtained by the traditional instruction. Implications for educational reform in similar educational systems are discussed.