The Impact of Interactive Lecture Experiments on Student Academic Achievement, Motivation and Attitudes towards Science (Part II)

Details The Impact of Interactive Lecture Experiments on Student Academic Achievement, Motivation and Attitudes towards Science (Part II) The Impact of Interactive Lecture Experiments on Student Academic Achievement, Motivation and Attitudes towards Science (Part II)

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20923405m&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #234.05; Bulletin of the American Astronomical Society,

Computer Science

Learning

Scientific paper

Interactive Lecture Experiments (ILE) have been used in the introductory physics course at the University of British Columbia for over two years. During the Fall of 2006 a systematic study was conducted using the Colorado Learning Attitudes about Science Survey (CLASS), Force Concept Inventory (FCI), physics open-ended exam problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. FCI and CLASS were administered twice and academic results for students who experienced the ILE for a particular topic were compared to students, from a different section, who did not complete the ILE for that topic. Qualitative data on students’ attitudes was also collected using open ended survey questions and interviews. Preliminary results will be presented with conclusions about the impact of using ILE as an effective pedagogy in large introductory physics courses.

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