Introduction of interactive learning into French university physics classrooms

Alexander L Rudolph,Hélène Vignolles,David Consiglio,Michael Joyce,Brahim Lamine

doi:10.1103/physrevstper.10.010103

Abstract

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Universit\'e Pierre et Marie Curie, one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory electricity and magnetism, enrolling approximately 500 and 250 students, respectively, introduced ILS into some, but not all, of the sections of each class. The specific ILS utilized were think-pair-share questions and Peer Instruction in the main lecture classrooms, and University of Washington Tutorials for Introductory Physics in recitation sections. Pre- and postinstruction assessments [Force Concept Inventory (FCI) and Conceptual Survey of Electricity and Magnetism (CSEM), respectively] were given, along with a series of demographic questions. Since not all lecture or recitation sections in these classes used ILS, we were able to compare the results of the FCI and CSEM between interactive and noninteractive classes taught simultaneously with the same curriculum. We also analyzed final exam results, as well as the results of student and instructor attitude surveys between classes. In our analysis, we argue that multiple linear regression modeling is superior to other common analysis tools, including normalized gain. Our results show that ILS are effective at improving student learning by all measures used: research-validated concept inventories and final exam scores, on both conceptual and traditional problem-solving questions. Multiple linear regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents' education, and achieved characteristics such as grade point average and hours studied per week. Analysis of student and instructor attitudes shows that both groups believe that ILS improve student learning in the physics classroom and increase student engagement and motivation. All of the instructors who used ILS in this study plan to continue their use.

Highlights

Introduction of interactive learning intoFrench university physics classroomsAlexander L
Multiple linear regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents’ education, and achieved characteristics such as grade point average and hours studied per week
We present our results on student learning gains, student feedback, and instructor feedback in the two classes studied: first-year, second-semester mechanics, and second-year electricity and magnetism

Summary

Introduction

Introduction of interactive learning intoFrench university physics classroomsAlexander L. Students in all of these fields take physics, but research has shown that many university science students do not truly understand these basic concepts when they are taught in the traditional lecture style [1,2,3,4,5,6] Results presented in these references show that using interactive learning strategies (ILS) can significantly improve. Student understanding of basic science concepts when compared with traditional lecture alone, often by a factor of 2 or more, and that continued use of these strategies leads to higher gains over time These interactive learning strategies emphasize creating an environment in which students are active in the classroom, often working collaboratively, and thereby take control of their own learning. The overwhelming majority of the population studying science in the first year at university comes from the natural science stream of high school, for the simple reason that the scientific background learned in the other streams provides insufficient preparation for the study of science at university

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Conclusion