written by
Joshua S. Von Korff, Ben Archibeque, K. Alison Gomez, Tyrel Heckendorf, Sarah B. McKagan, Eleanor C. Sayre, Edward Schenk, Chase Shepherd, and Lane Sorell
Physics education researchers have developed many evidence-based instructional strategies to enhance conceptual learning of students in introductory physics courses. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI and FMCE data published between 1995 and 2014. We confirm previous findings that interactive engagement teaching techniques are significantly more likely to produce high student learning gains than traditional lecture-based instruction. We also establish that interactive engagement instruction works in many settings, including those with students having a high and low level of prior knowledge, at liberal arts and research universities, and enrolled in both small and large classes.
<a href="https://www.compadre.org/introphys/items/detail.cfm?ID=14722">Von Korff, J, B. Archibeque, K. Gomez, T. Heckendorf, S. McKagan, E. Sayre, E. Schenk, C. Shepherd, and L. Sorell. "Secondary analysis of teaching methods in introductory physics: A 50 k-student study." Am. J. Phys. 84, no. 12, (November 30, 2016).</a>
J. Von Korff, B. Archibeque, K. Gomez, T. Heckendorf, S. McKagan, E. Sayre, E. Schenk, C. Shepherd, and L. Sorell, , Am. J. Phys. 84 (12), (2016), WWW Document, (https://doi.org/10.1119/1.4964354).
J. Von Korff, B. Archibeque, K. Gomez, T. Heckendorf, S. McKagan, E. Sayre, E. Schenk, C. Shepherd, and L. Sorell, Secondary analysis of teaching methods in introductory physics: A 50 k-student study, Am. J. Phys. 84 (12), (2016), <https://doi.org/10.1119/1.4964354>.
Von Korff, J., Archibeque, B., Gomez, K., Heckendorf, T., McKagan, S., Sayre, E., Schenk, E., Shepherd, C., & Sorell, L. (2016, November 30). Secondary analysis of teaching methods in introductory physics: A 50 k-student study. Am. J. Phys., 84(12). Retrieved October 9, 2024, from https://doi.org/10.1119/1.4964354
Von Korff, J, B. Archibeque, K. Gomez, T. Heckendorf, S. McKagan, E. Sayre, E. Schenk, C. Shepherd, and L. Sorell. "Secondary analysis of teaching methods in introductory physics: A 50 k-student study." Am. J. Phys. 84, no. 12, (November 30, 2016), https://doi.org/10.1119/1.4964354 (accessed 9 October 2024).
Von Korff, Joshua, Ben Archibeque, K. Alison Gomez, Tyrel Heckendorf, Sarah B. McKagan, Eleanor Sayre, Edward Schenk, Chase Shepherd, and Lane Sorell. "Secondary analysis of teaching methods in introductory physics: A 50 k-student study." Am. J. Phys. 84.12 (2016). 9 Oct. 2024 <https://doi.org/10.1119/1.4964354>.
@article{
Author = "Joshua Von Korff and Ben Archibeque and K. Alison Gomez and Tyrel Heckendorf and Sarah B. McKagan and Eleanor Sayre and Edward Schenk and Chase Shepherd and Lane Sorell",
Title = {Secondary analysis of teaching methods in introductory physics: A 50 k-student study},
Journal = {Am. J. Phys.},
Volume = {84},
Number = {12},
Month = {November},
Year = {2016}
}
%A Joshua Von Korff %A Ben Archibeque %A K. Alison Gomez %A Tyrel Heckendorf %A Sarah B. McKagan %A Eleanor Sayre %A Edward Schenk %A Chase Shepherd %A Lane Sorell %T Secondary analysis of teaching methods in introductory physics: A 50 k-student study %J Am. J. Phys. %V 84 %N 12 %D November 30, 2016 %U https://doi.org/10.1119/1.4964354 %O text/html
%0 Journal Article %A Von Korff, Joshua %A Archibeque, Ben %A Gomez, K. Alison %A Heckendorf, Tyrel %A McKagan, Sarah B. %A Sayre, Eleanor %A Schenk, Edward %A Shepherd, Chase %A Sorell, Lane %D November 30, 2016 %T Secondary analysis of teaching methods in introductory physics: A 50 k-student study %J Am. J. Phys. %V 84 %N 12 %8 November 30, 2016 %U https://doi.org/10.1119/1.4964354
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