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International Journal of Science Education
written by Brian James and Kathryn Booth
Concern has been expressed that traditional higher education programmes are producing students with a surface approach to learning, rather than the desired deep approach. The aim of this study was to encourage Level 1 students (those taking the subject for the first time at higher education level) to develop such a deeper learning approach. Changes were made to both the teaching method and the form of examination paper for a Mechanics module taken by a cohort of 52 physics students. The cooperative learning approach was used to pose conceptual questions for interactive discussion. Preand post-module the students' conceptual understanding of mechanics was tested using the Force Concept Inventory (FCI) and they also completed a Contrasted Groups Learning Styles questionnaire so that we could assign a 'deep learning index'. Additionally the students completed the Learning Styles Inventory to gain a picture of the distribution of learning styles in the class. Qualitative information concerning the reaction of both the lecturer and students to the changes was also collected using a focus group enquiry, module evaluative questionnaires and reflective comments from the lecturer. Analysis of the quantitative data showed that there was no discernible overall change in either the deep learning index or the FCI score of the students. Analysis of the qualitative data, however, showed that experience of the module by both students and lecturer had been greatly improved by the changes.
International Journal of Science Education: Volume 23, Issue 9, Pages 955-967
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Cooperative Learning
- Pedagogy
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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© 2001 Taylor & Francis Group
Additional information is available.
DOI:
10.1080/09500690119817
Keywords:
Cognitive Style, Higher Education, Learning Modules, Mechanics (Physics), Science Education, Teaching Methods, Thinking Skills
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
November 3, 2005 by Vince Kuo
Last Update
when Cataloged:
September 1, 2001
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AIP Format
B. James and K. Booth, Int. J. Sci. Educ. 23 (9), 955 (2001), WWW Document, (http://dx.doi.org/10.1080/09500690119817).
AJP/PRST-PER
B. James and K. Booth, Interactive learning in a higher education Level 1 mechanics module, Int. J. Sci. Educ. 23 (9), 955 (2001), <http://dx.doi.org/10.1080/09500690119817>.
APA Format
James, B., & Booth, K. (2001, September 1). Interactive learning in a higher education Level 1 mechanics module. Int. J. Sci. Educ., 23(9), 955-967. Retrieved October 30, 2014, from http://dx.doi.org/10.1080/09500690119817
Chicago Format
James, Brian, and Kathryn Booth. "Interactive learning in a higher education Level 1 mechanics module." Int. J. Sci. Educ. 23, no. 9, (September 1, 2001): 955-967, http://dx.doi.org/10.1080/09500690119817 (accessed 30 October 2014).
MLA Format
James, Brian, and Kathryn Booth. "Interactive learning in a higher education Level 1 mechanics module." Int. J. Sci. Educ. 23.9 (2001): 955-967. 30 Oct. 2014 <http://dx.doi.org/10.1080/09500690119817>.
BibTeX Export Format
@article{ Author = "Brian James and Kathryn Booth", Title = {Interactive learning in a higher education Level 1 mechanics module}, Journal = {Int. J. Sci. Educ.}, Volume = {23}, Number = {9}, Pages = {955-967}, Month = {September}, Year = {2001} }
Refer Export Format

%A Brian James
%A Kathryn Booth
%T Interactive learning in a higher education Level 1 mechanics module
%J Int. J. Sci. Educ.
%V 23
%N 9
%D September 1, 2001
%P 955-967
%U http://dx.doi.org/10.1080/09500690119817
%O text/html

EndNote Export Format

%0 Journal Article
%A James, Brian
%A Booth, Kathryn
%D September 1, 2001
%T Interactive learning in a higher education Level 1 mechanics module
%J Int. J. Sci. Educ.
%V 23
%N 9
%P 955-967
%8 September 1, 2001
%U http://dx.doi.org/10.1080/09500690119817


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