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written by Jonte Bernhard
edited by R. Pinto and S. Surinach
published by the Elsevier
Both constructivist and sociocultural views of learning and instruction stresses the crucial role of active engagement. It has been demonstrated in large-scale studies that curricula that use "active engagement" instructional strategies achieve good results in conceptual tests. However most testing have been done at the end or immediately after a course. The important question is thus if strategies that purport to achieve high gains in conceptual tests produce a permanent change in student's world view from "Aristotelian" to "Newtonian" or if the effects reported are only temporary? Our data and data from Montana State University show that, after active engagement physics courses, student display a good conceptual understanding several years after instruction. It is thus concluded that some instructional strategies do achieve fundamental shifts in students' conceptual framework.
Physics Teacher Education Beyond 2000
Barcelona, Spain: August 27-September 1, 2000
Pages 749–752
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
Education - Basic Research
- Assessment
= Conceptual Assessment
= Longitudinal
- Lower Undergraduate
- Graduate/Professional
- Professional Development
- Reference Material
= Article
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Format:
application/pdf
Access Rights:
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© 2000 Elsevier
Keyword:
retention
Record Creator:
Metadata instance created July 12, 2012 by Sam McKagan
Record Updated:
July 17, 2012 by Lyle Barbato
Last Update
when Cataloged:
September 1, 2000
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
J. Bernhard, presented at the Physics Teacher Education Beyond 2000, Barcelona, Spain, 2000, WWW Document, (http://webstaff.itn.liu.se/%7Ejonbe/fou/didaktik/abstracts/girep2000_active.html).
AJP/PRST-PER
J. Bernhard, Does active engagement curricula give long-lived conceptual understanding?, presented at the Physics Teacher Education Beyond 2000, Barcelona, Spain, 2000, <http://webstaff.itn.liu.se/%7Ejonbe/fou/didaktik/abstracts/girep2000_active.html>.
APA Format
Bernhard, J. (2000, August 27-September 1). Does active engagement curricula give long-lived conceptual understanding?. Paper presented at Physics Teacher Education Beyond 2000, Barcelona, Spain. Retrieved November 26, 2014, from Elsevier: http://webstaff.itn.liu.se/%7Ejonbe/fou/didaktik/abstracts/girep2000_active.html
Chicago Format
Bernhard, Jonte. "Does active engagement curricula give long-lived conceptual understanding?." Paper presented at the Physics Teacher Education Beyond 2000, Barcelona, Spain, August 27-September 1, 2000. http://webstaff.itn.liu.se/%7Ejonbe/fou/didaktik/abstracts/girep2000_active.html (accessed 26 November 2014).
MLA Format
Bernhard, Jonte. "Does active engagement curricula give long-lived conceptual understanding?." Physics Teacher Education Beyond 2000. Eds. Pinto, R., and S. Surinach. Barcelona, Spain: Elsevier, 2000. 749–752 26 Nov. 2014 <http://webstaff.itn.liu.se/%7Ejonbe/fou/didaktik/abstracts/girep2000_active.html>.
BibTeX Export Format
@inproceedings{ Author = "Jonte Bernhard", Editor = "R. Pinto and S. Surinach", Title = {Does active engagement curricula give long-lived conceptual understanding?}, BookTitle = {Physics Teacher Education Beyond 2000}, Pages = {749–752}, Publisher = {Elsevier}, Address = {Barcelona, Spain}, Month = {August 27-September 1}, Year = {2000} }
Refer Export Format

%A Jonte Bernhard
%T Does active engagement curricula give long-lived conceptual understanding?
%E R. Pinto
%E S. Surinach, (eds)
%D August 27-September 1 2000
%P 749–752
%I Elsevier
%C Barcelona, Spain
%U http://webstaff.itn.liu.se/%7Ejonbe/fou/didaktik/abstracts/girep2000_active.html
%O Physics Teacher Education Beyond 2000
%O August 27-September 1
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Bernhard, Jonte
%D August 27-September 1 2000
%T Does active engagement curricula give long-lived conceptual understanding?
%E Pinto, R.
%E Surinach, S.
%B Physics Teacher Education Beyond 2000
%C Barcelona, Spain
%I Elsevier
%P 749–752
%8 August 27-September 1
%U http://webstaff.itn.liu.se/%7Ejonbe/fou/didaktik/abstracts/girep2000_active.html


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

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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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