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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 Foundations
- Assessment
= Conceptual Assessment
= Longitudinal
Education Practices
- Active Learning
- Lower Undergraduate
- Graduate/Professional
- Professional Development
- Reference Material
= Article
Intended Users Formats Ratings
- Researchers
- Educators
- application/pdf
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© 2000 Elsevier
Keyword:
retention
Record Creator:
Metadata instance created July 12, 2012 by Sam McKagan
Record Updated:
August 11, 2020 by Lyle Barbato
Last Update
when Cataloged:
September 1, 2000
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Record Link
AIP Format
J. Bernhard, , presented at the Physics Teacher Education Beyond 2000, Barcelona, Spain, 2000, WWW Document, (http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf).
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://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf>.
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 March 29, 2024, from Elsevier: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf
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://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf (accessed 29 March 2024).
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 29 Mar. 2024 <http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf>.
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://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf %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://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf


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