Interactive Lecture Demonstrations Research Articles

Effectiveness interactive digital modul physics (IDMP) based interactive lecture demonstration of concepts vector

This research explores the effectiveness of Interactive Digital Module Physics (IDMP) for additional teaching materials in vector concepts. The IDMP which was developed according to the ADDIE model and its implementation uses the Interactive Lecture Demonstration (ILD) learning model. A total of 65 participants were students enrolled in a Basic Physics course at a university in a special area in the central district of Indonesia. The instrument used to validate the IDMP uses a scale of 1-5 and has a scoring rubric and processing effectiveness data using technique Cohen's D formula. The intervention group was given training assignments in using ILD-based IDMPs while the control group was given ILD-based assignments only. The results of this study obtained data that the intervention group was significantly better than the control group, found there was no significant increase. Cohen's D score in the intervention group had a large impact on the control group of 1.17 with a 95% confidence interval. Furthermore, they get learning experience by providing feedback that the course material using ILD-based IDMP can challenge students to learn independently.

Estrategia CMID adaptada a la virtualidad para estudiar el equilibrio térmico en formación inicial docente

The use of the Interactive Lecture Demonstrations strategy adapted to virtual session to a fifth-year student teachers’ class is described. The results are analyzed under the approach oriented to the student teachers' level of understanding of the concept of thermal equilibrium and to their pedagogical knowledge. At the beginning, 83% of the students had inadequate previous ideas about how the temperature of two objects in thermal contact, both with different mass and different initial temperatures, change over time. After applying the strategy, Hake's factor was determined to know the learning gain. Its value was 0,429, which is considered a medium gain. The student teachers’ exit ticket showed the high valuation given by them to the ILD strategy. Student teachers highlighted the importance of social learning and the process of their own physics concept reconstruction through a metacognition exercise.

Dissemination of Virtual Microscopic Simulation (VMS) to Sparking in STEM for Facilitating 21st - Century Skills (21-CS)

This study of the dissemination of Virtual Microscopic Simulation (VMS) to Sparking Innovation in STEM Education for Facilitating 21st-Century Skills (21-CS). The method applied to present work principles and critical parts of Virtual Microscopic Simulation (VMS) Media Education is a mixture of informative and utilizing the Interactive Lecture Demonstration (ILD) method. The number sample of participants of 41 physics teachers with VMS. The results showed that the 21-CS skills questionnaire of teachers and students’ perceptions of their understanding of 21st-century skills. These results can reveal that VMS with a STEM approach provides a positive relationship to practice 21st-century skills for teachers. Based on these results, the simple impact is when teachers have strong perceptions about problem-solving, critical thinking, collaboration, communication, and creativity, through STEM and VMS media.

Social Media as a Tool for the Development of Future Journalists’ Communicative Competence

The aim of the work was to test the opportunities that social media offers on the Internet as a tool to improve the future journalists’ communicative competence. Sociological methods were involved in the research in order to achieve its aim: a method of testing respondents to identify their initial level of communicativeness on the Communicative Competence Test and the Questionnaire Survey Method to obtain feedback from participants in the experiment. Working on media content on the Internet proved to improve communication skills of future journalists with the help of popular YouTube media and blogs with bright visual content. It was found that media resources can be used during lectures to stimulate interest and to engage students in active learning that promote deeper knowledge. The possibility of involving online mass media in joint learning, problem solving, interactive lecture demonstrations, as well as discussions was noted. A number of difficulties that the course participants encountered were found: a thorough understanding of copyright law, increased workload, lack of skills in working with electronic text, video and audio content, increased visual load. However, these difficulties did not affect the quality of training and allowed the participants to improve not only communication skills but also digital information skills and online media literacy. It was proved that social media is a powerful additional tool that encourages students to actively study, get high results and sustainable professional skills that are in demand in the future workplace. The media cannot, however, replace traditional teaching methods which are based on personal communication. Further research is required on complex long-term courses that use a wider range of media, including Tik-Tok, Facebook, Instagram, extended blogs in the form of a multipage website, a funnel for gathering the target audience and subscribing.

Interactive Lecture Demonstrations (ILD) Model to Improve Students Understanding and Attitude towards Physics

ILD learning design has been implemented to get an overview of improving in learning heat of understanding and the changing of attitude towards physics to student between a class that implemented ILD model with assisted science magic and a class that implemented ILD model without assisted science magic. The research method used was quasi experiment with nonequivalent pretest-posttest control group design. Two class of tenth grade were involved in this research 28, 26 students respectively experiment class and control class. The improvement of learning heat of understanding was calculated by the formula N gain based on the test data on the adaptation of Hake normalized and the changing of attitude towards physics by using CLASS questionnaire. The result show that gain average normalized on experiment class got 0.55 while on control class got 0.31. Based on different test the average on experiment class and control class at 95% confidence level (significant 0.05) this result show that ILD model with assisted science magic significantly improve materials of student understanding better than ILD model without assisted science magic. Based on student questionnaire, we found that the implementation of ILD model with assisted science magic result the changing of attitude towards physics better than ILD model without assisted science magic.

Dissemination of GOOPI (Game Open Online Physics Instructional) to Sparking Innovation in Education

This study of dissemination of GOOPI (Game Open Online Physics Instructional) on page https://goopi.id/ (use UC browser) to sparking innovation in education. The method of the study is the Interactive Lecture Demonstration (ILD) approach, the ILD stages are carried out with three stages of activities, namely preparation, implementation, and evaluation. Dissemination with training for physics teachers who are members of the Physics Subject Teacher Meeting (PSTM) from a province in the west of Indonesia and Malaysian Teacher Association. The participants of this dissemination were 120 physics teachers for the first meeting and 86 teachers for a second meeting with GOOPI. The results of the study in the form of this dissemination were obtained information that physics teachers experienced in accessing and developing physics learning media. The results of the questionnaire responses to GOOPI with average 2,90 very good category of dissemination obtained information that GOOPI is effective for media for learning physics during the Covid-19 epidemic. The suggestion in this study is that dissemination training should be done frequently in order can provide skills or expertise that are not too complicated but are widely applied and needed by physics teachers.

Teaching buckling of cylindrical shells through an effective laboratory demonstration

A laboratory demonstration for a Stability of Structures course is presented, consisting in the buckling test of two cylindrical shells: a 3 D-printed and a composite cylinder. The learning outcomes have been formulated by comparing what can be learnt from theoretical lessons and buckling tests. The activity follows the Interactive Lecture Demonstration approach. Main results show that the activity helped students’ understanding of shell buckling and it increased their enthusiasm for the topic. This demonstration is easily implementable, and the presented step-by-step development methodology provides guidelines to develop similar activities for different engineering subjects.

Workshop Physics: An Activity-Based Curriculum Enhanced by Computer Tools

Workshop Physics, initiated by P. W. Laws and her colleagues at Dickinson College, is an activity-based collaborative-learning curriculum enhanced by using computer tools for data acquisition, display and analysis, during which students experience various learning activities including predictions, qualitative observations, quantitative experiments, mathematical modeling and problem solving, etc. The curriculum was formally established when the Workshop Physics team was awarded a two-year grant from the Fund for the Improvement of Postsecondary Science Education. As a more flexible and comprehensive set of activity-based curricular materials were needed, the Activity-Based Physics Suite, which included Workshop Physics, Interactive Lecture Demonstrations, Real-Time Physics, was integrated to reduce implementation barriers for instructors. With the philosophy of reducing content, abandoning formal lectures, emphasizing the process of scientific inquiry and using computer tools flexibly, Workshop Physics centers around <i>Workshop Physics Activity Guide</i>, a series of workbooks covering selected content about Mechanics, Thermodynamics and Electromagnetics, along with diverse computer tools, customized apparatus and other supplemental learning materials such as the <i>Interactive Video Vignettes</i>. Over years of development, although in need of a few more adjustments and modifications, Workshop Physics has won prestigious reputation among students and instructors for its cooperative learning environment, diverse activities, efficient tools and remarkable teaching effectiveness.

Assessment Virtual Test (ASVITE): Assessment Virtual Based on Interactive Lecture Demonstration (ILD) to Support Employability Skills

The development of information and communication technology (ICT) based on computer technology offers another alternative to an assessment form. In supporting employability skills, the assessment format can be presented in an assessment combined with animation. This study aims to develop a virtual test assessment (ASVITE) based on Interactive Lecture Demonstration ( IL D) to support 21st-century competence of employability skills. This study uses an R&amp;D method with a modification of the 4D development model, consisting of define, design, develop, and disseminate. Product developed in the form of tests ASVITE the objective test with four possible answers animation associated with the optical material. The results of the judgment by experts in physics material obtained 18 valid questions, and based on ICT experts, an average value of 84,17% was collected with the category "Very Eligible" in supporting employability skills. The instrument trial results obtained an average value of 83.4% with the grade "Very Good" based on student responses. ILD-based ASVITE can support employability skills.

Front Matter JPPPF Volume 6 Issue 1, June 2020

JPPPF Volume 6 Issue 1 contains 15 articles: 1) Assessment Virtual Test (ASVITE): Assessment Virtual Based on Interactive Lecture Demonstration (ILD) to Support Employability Skills; 2) Improving Students' Creative Thinking Skills Using Problem-Based Learning (PBL) Models Assisted by Interactive Multimedia; 3) Designing MOOCs with VMS (Virtual Microscopic Simulation) for Measurement Student’s Level Understanding (LU); 4) The Experimental Study of Kinesthetic Style Student Learning Outcomes in Remedial Teaching Assisted by Projectile Motion Props; 5) The Development of Horizontal Anchor Items Test Tool by Rasch Model for Physics National Examination using Macromedia Flash; 6) The Development of Thermodynamics Law Experiment Media Based on IoT: Laboratory Activities Through Science Problem Solving for Gifted Young Scientists; 7) The Design of One-Dimensional Motion and Two-Dimensional Motion Learning Media Using Digital Camera and Tracker-Based Air Track; 8) The Students’ Characters Analysis in Physics Learning Process; 9) The Science Literacy Capabilities Profile Using Guided Inquiry Learning Models; 10) Improvement of Science Process Skills Through Sound Variable Intensity Level Tool Kit; 11) The Local Wisdom-Based STEM Worksheet to Enhance the Conceptual Understanding of Pre-service Physics Teacher; 12) An Investigation of Physics Teachers’ Multiple Representation Ability on Newton’s Law Concept; 13) The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic; 14) The Effect of Quick on The Draw Model Assisted by The Physics Learning Book Integrated Pancasila Values on Critical Thinking Skill; 15) Instructional Technology: Teacher’s Initial Perception of TPACK in Physics Learning.

Pengaruh Penerapan Model Pembelajaran Interactive Lecture Demonstrations (ILDs) Terhadap Kemampuan Pemahaman Konsep Fisika Siswa

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Interactive Lecture Demonstrations (ILDs) terhadap kemampuan pemahaman konsep fisika siswa. Metode penelitian yang digunakan adalah metode penelitian eksperimen awal dengan desain one-group pretest-posttest design yang dilaksanakan pada siswa kelas XI di salah satu sekolah menengah atas (SMA) di Kabupaten Kerinci. Teknik pengambilan sampling menggunakan metode sampling kelompok (cluster sampling). Pengumpulan data menggunakan tes awal (pretest) dan tes akhir (posttest) untuk mengukur kemampuan pemahaman konsep fisika siswa. Hasil perhitungan effect size menunjukkan bahwa penerapan pembelajaran dengan model Interactive Lecture Demonstrations (ILDs) berpengaruh besar terhadap kemampuan pemahaman konsep fisika siswa. Perhitungan effect size dalam penelitian ini dilakukan dengan menggunakan rumus Cohen. Dari hasil perhitungan tersebut didapat skor effect size sebesar 0,81. Skor ini berada pada kategori besar. Hal ini menunjukkan bahwa penerapan model pembelajaran Interactive Lecture Demonstrations (ILDs) berpengaruh besar terhadap kemampuan pemahaman konsep siswa. Dengan demikian, dapat disimpulkan bahwa penerapan model Interactive Lecture Demonstrations (ILDs) dalam pembelajaran fisika memiliki pengaruh yang besar terhadap kemampuan pemahaman konsep fisika siswa.

Interactive Large Group Lecture Demonstrations: Dramatization of Medical Neurobiology Concepts to Improve Student Perception of Understanding Fluid Mechanisms of the Central Nervous System.

With the advent of recorded lectures, face-to-face teaching in medical school large classroom settings is increasingly under pressure to incorporate engaging activities that encourage attendance and can translate to greater attainment and long-term retention for learners, especially of "Generation Z" learning styles. This places a greater onus on lecturers to convey key concepts in a manner that holds value beyond their recorded substitute. The present article details several on-stage Medical Gross Anatomy and Neurobiology demonstrations that involve the teaching of an intuitive understanding of brain fluidic mechanics, such as hematoma formation and the protective functions of an intact cerebral spinal fluid system (addressing concussion and lumbar punctures). These demonstrations can be presented relatively quickly on stage and are suitable for engaging large classroom sizes (n > 100), which can be used in conjunction with traditional lecture formats. Ideally, these in-class demonstrations, together with the continued contributions of other quantitatively assessed demonstrations from other institutions, will help to maintain a growing body of large class face-to-face teaching approaches and strategies to help influence decisions regarding what basic medical knowledge may best be taught in class live versus by recorded substitute or other non-traditional lecture methods.

Development of The Conception of Mechanical Energy Conservation with Interactive Lecture Demonstration Method using Simple Experiments for Grade 7 Students

The purpose of this research is to develop a student's conception of mechanical energy conservation with the Interactive Lecture Demonstration method. The participants consisted of 19 students of class 7E SMP Muhammadiyah 1 Mlati in 2018/2019 academic year. The analysis of the student's sheet prediction showed that most students do not understand the conception of mechanical energy conservation. After learning applied, it is known that all students have understood the influence of the height of the object on potential energy, 18 of them have understood the influence of the mass of the object on potential energy. While students' understanding of changes in mechanical energy when objects fall and the influence of mass on kinetic energy has increased slightly. Through the Wilcoxon signed-rank test, it was concluded that there was an effect of the use of interactive demonstration methods on student learning outcomes in the matter of mechanical energy conservation conceptions.

The projectile tube experiment for improving high-school physics conceptual understanding

This research aimed to design the simple apparatus to improve students’ conceptual understanding in projectile motion. The projectile tube experiment was a simple apparatus that consisted of a one-meter PVC tube, a 1200-watt hair dryer, a hard sheet of paper, and a ping pong ball. The participants were 30 grade 10 students who were selected by non-random sampling in the second semester of the academic year 2018. The research tools consisted of learning lesson plans and a multiple-choice learning achievement test. The class activity was conducted by using the Interactive Lecture Demonstrations (ILDs) method with Tracker Video Analysis. The results showed that the experiment set worked perfectly and could be used for learning the projectile concept. The students’ achievement score was significantly increased at a statistical level of .05 and the average of students’ normalized gain was in a medium gain regime.

A perspective on Interactive Lecture Demonstrations as a computer supported collaborative learning (CSCL) activity

Active learning designs that leverage the power of information and computer technologies (ICT) can vary tremendously in how they engage students – individuals, small groups or whole class. Interactive lecture demonstrations (ILDs) are instructor-led activities which engage the whole class and are designed address students’ mental models of core concepts in the discipline. The use of ICT allows for real time experiments conducted using sensors, simulations and even data analysis as the core of the activity. In this perspectives paper, we analyze the features of traditional ILDs through the lens of the field of computer supported collaborative learning (CSCL).

Let’s Repair the Broken Galileo Thermometer

We have developed and verified laboratory work as guided inquiry for upper secondary level students, focusing on conceptual understanding of the physical principle that forms the basis of temperature measurement,and on improvement of selected skills. Conceptual pre-test questions initiate the students’ interest and help identify input misconceptions. Using the method of interactive lecture demonstration, the students are introduced to the measurement principles of the Galileo thermometer. The students are then set the problem of how to repair a broken thermometer when tap water is used instead of ethanol. Since the density of water is greater than that of ethanol, the buoys must be adjusted by the students to achieve correct temperature measurement. The next steps of the activity have a hands-on orientation. The students work in pairs, guided by worksheet instructions. At the end of the activity, they complete self-assessment rubrics focused on skill improvement and final conceptual understanding. The results of the conceptual pretest questions and of the self-assessment rubrics from 461 participants are analysed and recommendations are made for teachers.

The Enhancement of Consistency of Interpretation Skills on the Newton’s Laws Concept

Conceptual understanding is the most important thing that students should have rather than they had reaches achievement. The interpretation skill is one of conceptual understanding aspects. The aim of this paper is to know the consistency of students’ interpreting skills and all at once to get the levels of increasing of students’ interpretations skill. These variables learned by Interactive Lecture Demonstrations (ILD) common sense. The method of this research is pre-experimental research with one group pretest-posttest design. The sample has taken by cluster random sampling. The result had shown that 16 % of all student that are have perfect consistency of interpretation skill and there are increasing of interpretation skill on 84 % from unknown to be understand (this skill). This finding could be used by the future researcher to study in the other areas of conceptual understanding aspects

Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in many other fields. In introductory college physics classes, some departments have departed radically from conventional lecture-recitation-laboratory course structures, but many, including my own, retain the basic format of large-group classroom sessions (lectures) supplemented by smaller-group meetings focused on problem solving (recitations) and separate laboratory meetings. Active student engagement in the lectures is encouraged through approaches such as Peer Instruction and Interactive Lecture Demonstrations, and these approaches have been demonstrably successful.

Effect of Collaborative Learning in Interactive Lecture Demonstrations (ILD) on Student Conceptual Understanding of Motion Graphs

To assess effectively the influence of peer discussion in understandingconcepts, and to evaluate if the conceptual understanding through Interactive Lecture Demonstrations (ILD) and collaborative learning can be translated to actual situations, ten (10) questions on human and carts in motion were presented to 151 university students comprising mostly of science majors but of different year levels. Individual and group predictions were conducted to assess the students’ pre-conceptual understanding of motion graphs. During the ILD, real-time motion graphs were obtained and analysed after each demonstration and an assessment that integrates the ten situations into two scenarios was given to evaluate the conceptual understanding of the students. Collaborative learning produced a positive effect on the prediction scores of the students and the ILD with real-time measurement allowed the students to validate their prediction. However, when the given situations were incorporated to create a scenario, it posted a challenge to the students. The results of this activity identified the area where additional instruction and emphasis is necessary.

ワークショップ : 講義形式のアクティブ・ラーニング : デビッド・R・ソコロフ(David R. Sokoloff, オレゴン大学, USA)(ICPE2006国際会議)

ワークショップ : 講義形式のアクティブ・ラーニング : デビッド・R・ソコロフ(David R. Sokoloff, オレゴン大学, USA)(ICPE2006国際会議)