Abstract
Characterizing active learning environments in physics using network analysis and classroom observations
Highlights
After decades of research in discipline based education research communities, it is well established that active learning is more effective than standard passive lecture at improving student outcomes [1,2]
Freeman et al [1] recommend a second wave of discipline based education research initiatives that study active learning methods independently of passive lecture methods, so we can understand the mechanisms through which active learning promotes increased student outcomes
This study aims to broaden that lens to include six active learning pedagogies commonly used in physics, and we propose to characterize these activities using two complementary methods, the classroom observation protocol for undergraduate STEM (COPUS) [9] and social network analysis
Summary
After decades of research in discipline based education research communities, it is well established that active learning is more effective than standard passive lecture at improving student outcomes [1,2]. Freeman et al [1] recommend a second wave of discipline based education research initiatives that study active learning methods independently of passive lecture methods, so we can understand the mechanisms through which active learning promotes increased student outcomes. When comparing learning gains of individual implementations of Tutorials in Introductory Physics, with different instructors and student populations, there have been inconsistent gains based on instructor background and student buy-in [3,4]. A study of several Peer Instruction classrooms at the same university, but with different instructors, shows that the implementation
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