Deslauriers Schelew et al 2011

Improved Learning in a Large-Enrollment Physics Class

1. Références

• Référence complète APA : Deslauriers, L., Schelew, E., Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332, 862.

• Auteur(s) : Louis Deslauriers, Ellen Schelew, Carl Wieman

• Revue : Science

2. Copies

• Copie en ligne : https://info.maths.ed.ac.uk/assets/files/LandT/Deslauriers_Science_May2011.pdf

• Copie locale : Fichier:Deslauriers Schelew et al 2011.pdf

• Copie physique :

3. Mots-clés

• formation (impact)
• expérience

4. 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.