Scholarlink

<p>It has been shown that active learning methods are more effective than traditional lecturing at improving student conceptual understanding and reducing failure rates in undergraduate physics courses. Researchers have developed distinct, active learning methods that are now widely implemented in introductory physics. However, the relative benefits of these methods remain unknown. Here we present a multi-institutional comparison of the impacts of four well-established active learning methods—Peer Instruction, Investigative Science Learning Environment (ISLE), Tutorials, and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP)—on conceptual learning. We find measurable increases in student conceptual learning in all four active learning methods, and significantly larger gains in SCALE-UP than in either Peer Instruction or ISLE. Student development of peer networks is similar across the four methods, but classroom activities differ. In many of the observed Peer Instruction and ISLE courses, instructors lecture for a large fraction of class time. In Tutorials and SCALE-UP courses, instructors dedicate most in-class time to student-centred activities such as worksheets and laboratory work. These results prompt future work to identify causal mechanisms between specific classroom activities and conceptual learning and to examine additional factors related to variation in student learning across different methods.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Relative benefits of different active learning methods to conceptual physics learning

  • 期刊论文

  • 发表日期：

    2026年5月15日

查看全文
  • Meagan Sundstrom,
  • Justin Gambrell,
  • Colin Green,
  • Adrienne L. Traxler,
  • Eric Brewe

摘要

It has been shown that active learning methods are more effective than traditional lecturing at improving student conceptual understanding and reducing failure rates in undergraduate physics courses. Researchers have developed distinct, active learning methods that are now widely implemented in introductory physics. However, the relative benefits of these methods remain unknown. Here we present a multi-institutional comparison of the impacts of four well-established active learning methods—Peer Instruction, Investigative Science Learning Environment (ISLE), Tutorials, and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP)—on conceptual learning. We find measurable increases in student conceptual learning in all four active learning methods, and significantly larger gains in SCALE-UP than in either Peer Instruction or ISLE. Student development of peer networks is similar across the four methods, but classroom activities differ. In many of the observed Peer Instruction and ISLE courses, instructors lecture for a large fraction of class time. In Tutorials and SCALE-UP courses, instructors dedicate most in-class time to student-centred activities such as worksheets and laboratory work. These results prompt future work to identify causal mechanisms between specific classroom activities and conceptual learning and to examine additional factors related to variation in student learning across different methods.