Implementing active-learning strategies to improve physics learning in Latin America

Details Implementing active-learning strategies to improve physics learning in Latin America Implementing active-learning strategies to improve physics learning in Latin America

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20913604a&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #136.04; Bulletin of the American Astronomical Society,

Computer Science

Learning

Scientific paper

It is evident that the most effective active-learning strategies to improve physics learning at the college level have been developed in the United States. Recently, some universities in Latin America have begun adopting such methods as a part of institutional projects, or motivated by national projects led by education authorities. In this work we will present two cases, a large-scale implementation of Tutorials in Introductory Physics (1) in Mexico supported by the institution as a part of a change in its educational model, and a medium-scale implementation of this method in Chile supported by the national government. In both experiences, the professors involved in the educational experience have previously participated in a training workshop that prepared them for implementing this strategy in the classroom. The training workshop, described elsewhere (2), was designed also under active learning premises, so teachers completed the proposed activities in the same way as their students will do. We will present the first results of these two projects.
References:
(1) McDermott, L. C., Shaffer, P. S., & PER (1998). "Tutorials in Introductory Physics", Prentice Hall, translated as "Tutoriales para Física Introductoria" (2001) Prentice Hall, Buenos Aires..
(2) Zavala, G., Alarcón, H. and Benegas, J. (2005). "Innovative training of in-service teachers for active learning: A short teacher development course based on Physics Education Research", accepted for publication, J. of Sc. Teach. Ed.
This work has been partially supported by Tecnológico de Monterrey through the Chair in Physics Education Research and by MECE Educación Superior Program (Chile).

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