David E. Meltzer and
Numerous reports suggest that learning gains in introductory university physics courses may be increased by "active-learning" instructional methods. These methods engender greater mental engagement and more extensive student-student and student-instructor interaction than does a typical lecture class. It is particularly challenging to transfer these methodologies to the large-enrollment lecture hall. We report on seven years of development and testing of a variant of Peer Instruction as pioneered by Mazur that aims at achieving virtually continuous instructor-student interaction through a "fully interactive" physics lecture. This method is most clearly distinguished by instructor-student dialogues that closely resemble one-on-one instruction. We present and analyze a detailed example of such classroom dialogues, and describe the format, procedures, and curricular materials required for creating the desired lecture-room environment. We also discuss a variety of assessment data that indicate strong gains in student learning, consistent with other researchers. We conclude that interactive-lecture methods in physics instruction are practical, effective, and amenable to widespread implementation.
Meltzer, D., & Manivannan, K. (2002, June 1). Transforming the lecture-hall environment: The fully interactive physics lecture. Am. J. Phys., 70(6), 639-654. Retrieved May 31, 2016, from http://dx.doi.org/10.1119/1.1463739
Meltzer, David, and Kandiah Manivannan. "Transforming the lecture-hall environment: The fully interactive physics lecture." Am. J. Phys. 70.6 (2002): 639-654. 31 May 2016 <http://dx.doi.org/10.1119/1.1463739>.
%0 Journal Article %A Meltzer, David %A Manivannan, Kandiah %D June 1, 2002 %T Transforming the lecture-hall environment: The fully interactive physics lecture %J Am. J. Phys. %V 70 %N 6 %P 639-654 %8 June 1, 2002 %U http://dx.doi.org/10.1119/1.1463739
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