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Abstract Title: Interactive Learning in French University Physics Classrooms
Abstract: This is a report on a project to introduce interactive learning strategies to physics classes at Université Pierre et Marie Curie (Paris), one of the leading science universities in France.  In Spring 2012, instructors in over 20 classrooms, enrolling almost 1000 students, implemented Think-Pair-Share questions and Peer Instruction in the main lecture classrooms, and University of Washington Tutorials for Introductory Physics in recitation sections.  In two of these classes, a second semester mechanics class, and an introductory E&M class, enrolling 500 and 300 students respectively, pre- and post-instruction assessments (FCI and CSEM respectively) were given, along with a series of demographics questions.  Not all lecture or recitation sections in these classes used interactive learning, allowing us to compare the results of the FCI and CSEM between interactive and non-interactive classes taught simultaneously with the same curriculum.  We also analyze test results and course grades, as well as the results of student and instructor attitude surveys between classes.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Alexander L. Rudolph
California State Polytechnic University
Department of Physics and Astronomy
Pomona, CA 91768
Phone: 909-717-1851
Co-Author(s)
and Co-Presenter(s)
Michael Joyce, Faculté de Physique, Université Pierre et Marie Curie (Paris)
Brahim Lamine, Faculté de Physique, Université Pierre et Marie Curie (Paris)