Journal Article Detail Page

American Journal of Physics
written by Catherine H. Crouch, Adam P. Fagen, J. Paul Callan, and Eric Mazur
We compared student learning from different modes of presenting classroom demonstrations to determine how much students learn from traditionally presented demonstrations, and whether learning can be enhanced by simply changing the mode of presentation to increase student engagement. We find that students who passively observe demonstrations understand the underlying concepts no better than students who do not see the demonstration at all, in agreement with previous studies. Learning is enhanced, however, by increasing student engagement; students who predict the demonstration outcome before seeing it, however, display significantly greater understanding.
American Journal of Physics: Volume 72, Issue 6, Pages 835-838
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
- Learning Environment
- Pedagogy
General Physics
- Physics Education Research
- Instructional Material
= Best practice
- Reference Material
= Research study
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http://mazur.harvard.edu/publicat…
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© 2004 American Journal of Physics
Additional information is available.
DOI:
10.1119/1.1707018
Keywords:
Demonstrations, classroom demonstration, data acquisition, educational institutions, entertainment, physics education, student experiments
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
October 28, 2011 by Sam McKagan
Last Update
when Cataloged:
April 1, 2004
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ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
C. Crouch, A. Fagen, J. Callan, and E. Mazur, Am. J. Phys. 72 (6), 835 (2004), WWW Document, (http://dx.doi.org/10.1119/1.1707018).
AJP/PRST-PER
C. Crouch, A. Fagen, J. Callan, and E. Mazur, Classroom demonstrations: Learning tools or entertainment?, Am. J. Phys. 72 (6), 835 (2004), <http://dx.doi.org/10.1119/1.1707018>.
APA Format
Crouch, C., Fagen, A., Callan, J., & Mazur, E. (2004, April 1). Classroom demonstrations: Learning tools or entertainment?. Am. J. Phys., 72(6), 835-838. Retrieved September 20, 2014, from http://dx.doi.org/10.1119/1.1707018
Chicago Format
Crouch, C, A. Fagen, J. Callan, and E. Mazur. "Classroom demonstrations: Learning tools or entertainment?." Am. J. Phys. 72, no. 6, (April 1, 2004): 835-838, http://dx.doi.org/10.1119/1.1707018 (accessed 20 September 2014).
MLA Format
Crouch, Catherine, Adam Fagen, J. Paul Callan, and Eric Mazur. "Classroom demonstrations: Learning tools or entertainment?." Am. J. Phys. 72.6 (2004): 835-838. 20 Sep. 2014 <http://dx.doi.org/10.1119/1.1707018>.
BibTeX Export Format
@article{ Author = "Catherine Crouch and Adam Fagen and J. Paul Callan and Eric Mazur", Title = {Classroom demonstrations: Learning tools or entertainment?}, Journal = {Am. J. Phys.}, Volume = {72}, Number = {6}, Pages = {835-838}, Month = {April}, Year = {2004} }
Refer Export Format

%A Catherine Crouch
%A Adam Fagen
%A J. Paul Callan
%A Eric Mazur
%T Classroom demonstrations: Learning tools or entertainment?
%J Am. J. Phys.
%V 72
%N 6
%D April 1, 2004
%P 835-838
%U http://dx.doi.org/10.1119/1.1707018
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Crouch, Catherine
%A Fagen, Adam
%A Callan, J. Paul
%A Mazur, Eric
%D April 1, 2004
%T Classroom demonstrations: Learning tools or entertainment?
%J Am. J. Phys.
%V 72
%N 6
%P 835-838
%8 April 1, 2004
%U http://dx.doi.org/10.1119/1.1707018


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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.

Classroom demonstrations: Learning tools or entertainment?:


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