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American Journal of Physics
written by Ronald Gautreau and Lisa Novemsky
Since 1991, we have been using Alan Van Heuvelen's Overview, Case Study: Physics (OCS physics) methodology in introductory physics courses at New Jersey Institute of Technology (NJIT) with remarkable success. With the OCS method, physics concepts are presented first, with no mathematics. Only after the concepts are understood is math brought into the picture at the appropriate level. In addition, much of the learning is accomplished with students working together in small groups of three or four. In these collaborative settings, students actively engage each other in the learning process, working on specially designed small group problems, while the instructor acts as a facilitator of the on-going learning. We present various comparisons showing the effectiveness of OCS instruction over traditional teaching. In particular, since the introduction of OCS physics into NJIT's summer Educational Opportunity Program (EOP), which involves mostly minority students, EOP students have significantly outperformed non-EOP students in their fall physics courses. Interviews with students and observations of videotapes suggest that "second teaching" takes place in small groups following "first teaching" by the instructor. Second teaching is interpreted on the basis of ideas developed by Vygotsky.
American Journal of Physics: Volume 65, Issue May 1997, Pages 418-428
Subjects Levels Resource Types
Education Practices
- Active Learning
= Cooperative Learning
General Physics
- Physics Education Research
- Lower Undergraduate
- Instructional Material
= Instructor Guide/Manual
Intended Users Formats Ratings
- Educators
- Researchers
- text/html
- application/pdf
- application/postscript
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Available by subscription
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© 1997 American Journal of Physics
Additional information is available.
DOI:
10.1119/1.18552
Keywords:
Vygotsky, educational courses, physics, teaching
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
September 27, 2007 by Rebecca Barbato
Last Update
when Cataloged:
May 1, 1997
Other Collections:

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Record Link
AIP Format
R. Gautreau and L. Novemsky, Am. J. Phys. 65 (May 1997), 418 (1997), WWW Document, (https://doi.org/10.1119/1.18552).
AJP/PRST-PER
R. Gautreau and L. Novemsky, Concepts first -- a small group approach to physics learning, Am. J. Phys. 65 (May 1997), 418 (1997), <https://doi.org/10.1119/1.18552>.
APA Format
Gautreau, R., & Novemsky, L. (1997, May 1). Concepts first -- a small group approach to physics learning. Am. J. Phys., 65(May 1997), 418-428. Retrieved June 29, 2022, from https://doi.org/10.1119/1.18552
Chicago Format
Gautreau, Ronald, and Lisa Novemsky. "Concepts first -- a small group approach to physics learning." Am. J. Phys. 65, no. May 1997, (May 1, 1997): 418-428, https://doi.org/10.1119/1.18552 (accessed 29 June 2022).
MLA Format
Gautreau, Ronald, and Lisa Novemsky. "Concepts first -- a small group approach to physics learning." Am. J. Phys. 65.May 1997 (1997): 418-428. 29 June 2022 <https://doi.org/10.1119/1.18552>.
BibTeX Export Format
@article{ Author = "Ronald Gautreau and Lisa Novemsky", Title = {Concepts first -- a small group approach to physics learning}, Journal = {Am. J. Phys.}, Volume = {65}, Number = {May 1997}, Pages = {418-428}, Month = {May}, Year = {1997} }
Refer Export Format

%A Ronald Gautreau %A Lisa Novemsky %T Concepts first -- a small group approach to physics learning %J Am. J. Phys. %V 65 %N May 1997 %D May 1, 1997 %P 418-428 %U https://doi.org/10.1119/1.18552 %O text/html

EndNote Export Format

%0 Journal Article %A Gautreau, Ronald %A Novemsky, Lisa %D May 1, 1997 %T Concepts first -- a small group approach to physics learning %J Am. J. Phys. %V 65 %N May 1997 %P 418-428 %8 May 1, 1997 %U https://doi.org/10.1119/1.18552


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