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written by Dr. Stephanie Chasteen
consultant: Eric Mazur and Catherine H. Crouch
Physics is the study of nature. So, physics classes typically include demonstrations of how those laws of nature play out, often in surprising ways. But do students see what we intend them to see? This podcast addresses what the research says about classroom demos, and how to help students get the most out of them.

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Thanks to Eric Mazur of Harvard University and Catherine Crouch of Swarthmore College for their participation in this podcast.

You can see the complete show notes, credits, cited studies, and subscribe to this podcast's RSS feed, at the PER User's Guide.
Subjects Levels Resource Types
Education Foundations
- Cognition
= Cognition Development
Education Practices
- Active Learning
= Interactive Lecture Demonstration
- Instructional Material Design
= Demonstration
- Professional Development
- High School
- Lower Undergraduate
- Upper Undergraduate
- Instructional Material
= Best practice
- Reference Material
= Report
- Audio/Visual
= Voice Recording
Intended Users Formats Ratings
- Educators
- Professional/Practitioners
- Administrators
- Researchers
- audio/mpeg
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Mirror:
http://learningaboutteachingphysi…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 license.
Rights Holder:
Stephanie Chasteen
Type:
Audio Podcast
Keywords:
PER, cognitive research, education research, interactive lecture demonstration, lecture demonstration, mental models, physics education research
Record Creator:
Metadata instance created July 16, 2011 by Stephanie Chasteen
Record Updated:
March 23, 2012 by Lyle Barbato
Last Update
when Cataloged:
May 10, 2011
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
S. Chasteen, Computer Program SEEING ISN'T BELIEVING: DO CLASSROOM DEMONSTRATIONS HELP STUDENTS LEARN? (2011), WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11317&DocID=2328).
AJP/PRST-PER
S. Chasteen, Computer Program SEEING ISN'T BELIEVING: DO CLASSROOM DEMONSTRATIONS HELP STUDENTS LEARN? (2011), <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11317&DocID=2328>.
APA Format
Chasteen, S. (2011). Seeing isn't believing: Do classroom demonstrations help students learn? [Computer software]. Retrieved October 25, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11317&DocID=2328
Chicago Format
Chasteen, Stephanie. "Seeing isn't believing: Do classroom demonstrations help students learn? ." http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11317&DocID=2328 (accessed 25 October 2014).
MLA Format
Chasteen, Stephanie. Seeing isn't believing: Do classroom demonstrations help students learn? . Computer software. 2011. Audio Podcast. 25 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11317&DocID=2328>.
BibTeX Export Format
@misc{ Author = "Stephanie Chasteen", Title = {Seeing isn't believing: Do classroom demonstrations help students learn? }, Month = {May}, Year = {2011} }
Refer Export Format

%A Stephanie Chasteen
%T Seeing isn't believing: Do classroom demonstrations help students learn?
%D May 10, 2011
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11317&DocID=2328
%O Audio Podcast
%O audio/mpeg
%O Audio Podcast

EndNote Export Format

%0 Computer Program
%A Chasteen, Stephanie
%D May 10, 2011
%T Seeing isn't believing: Do classroom demonstrations help students learn?
%8 May 10, 2011
%9 Audio Podcast
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11317&DocID=2328


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

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