Abstract
The research on the relationship between the teaching model of seminar and the learning gain of students has been a hot topic for a long time. As the Classroom Response System (CRS) is widely used in interactive teaching environments to attract students by asking questions. This paper takes electromagnetism of introductory physics as an example to study the teaching mode of review seminar based on CRS. Focusing on the necessity of review seminar based on CRS, the teaching efficiency as well as the stability of students' learning effect under this teaching mode, this paper qualitatively discusses the necessity and teaching efficiency of review seminar based on CRS, and quantifies the learning effect of students under this mode from the correct transformation of students' concept and its stability. The results show that the teaching model of seminar based on CRS is suitable for the teaching of problem sets in introductory and has high teaching efficiency. Most of the students have the right change of physics concept after the discussion with their peers, and have stable learning gain. At the end of the paper, we discuss the shortcomings of the research and looks forward to the future research direction.
Highlights
Seminar is a teaching mode that integrates research-based learning, autonomous learning, and peer learning [1]
Can the Classroom Response System (CRS)-based seminar model be used in introductory physics review class? How effective is the CRS-based exercise seminar? How effective are the students? These are the problems that this paper pays attention to and it will take electromagnetism in introductory physics as an example to carry out research
Through the above effect analysis, it can be seen that the review seminar model based on CRS can build a scientific and efficient review class, and promote the transformation of most students’ physics concepts and obtain stable learning benefits
Summary
Seminar is a teaching mode that integrates research-based learning, autonomous learning, and peer learning [1]. Classroom Response System (CRS) is a kind of technology application that can effectively mobilize students' active participation and interaction in Classroom teaching and has the function of immediate feedback [5,6,7]. Research shows that the combination of the second-generation CRS using Clicker with the general discussion classroom teaching mode and rational application in the introductory physics classroom can improve students’ attendance [8] as well as students’ learning outcome [9,10], promote students to think about physics problems actively [11], deepen students' understanding of the problems [12], and improve students' academic performance [13,14,15]. Can the CRS-based seminar model be used in introductory physics review class? Can the CRS-based seminar model be used in introductory physics review class? How effective is the CRS-based exercise seminar? How effective are the students? These are the problems that this paper pays attention to and it will take electromagnetism in introductory physics as an example to carry out research
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