Journal Article Detail Page
written by
Kelly Miller, Nathaniel Lasry, Kelvin Chu, and Eric Mazur
Previous research suggests that students' prior knowledge can interfere with how they observe and remember lecture demonstrations. We measured students' prior knowledge in introductory mechanics and electricity and magnetism at two large universities. Students were then asked to predict the outcome of lecture demonstrations. We compare students' predictions before having seen the demonstration to what they report having seen both right after the demonstration and several weeks later. We report four main findings. First, roughly one out of every five observations of a demonstration is inconsistent with the actual outcome. Second, students who understand the underlying concepts before observing the demonstration are more likely to observe it and remember it correctly. Third, students are roughly 20% (23%) more likely to observe a demonstration correctly if they predict the outcome first, regardless of whether the prediction is correct or not. Last, conceptual learning is contingent on the student making a correct observation. This study represents an initial step towards understanding the disconnect reported between demonstrations and student learning.
Physical Review Special Topics - Physics Education Research: Volume 9, Issue 2, Pages 020113
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13085">Miller, K, N. Lasry, K. Chu, and E. Mazur. "Role of physics lecture demonstrations in conceptual learning." Phys. Rev. ST Phys. Educ. Res. 9, no. 2, (September 17, 2013): 020113.</a>
AIP Format
K. Miller, N. Lasry, K. Chu, and E. Mazur, , Phys. Rev. ST Phys. Educ. Res. 9 (2), 020113 (2013), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.9.020113).
AJP/PRST-PER
K. Miller, N. Lasry, K. Chu, and E. Mazur, Role of physics lecture demonstrations in conceptual learning, Phys. Rev. ST Phys. Educ. Res. 9 (2), 020113 (2013), <https://doi.org/10.1103/PhysRevSTPER.9.020113>.
APA Format
Miller, K., Lasry, N., Chu, K., & Mazur, E. (2013, September 17). Role of physics lecture demonstrations in conceptual learning. Phys. Rev. ST Phys. Educ. Res., 9(2), 020113. Retrieved December 14, 2024, from https://doi.org/10.1103/PhysRevSTPER.9.020113
Chicago Format
Miller, K, N. Lasry, K. Chu, and E. Mazur. "Role of physics lecture demonstrations in conceptual learning." Phys. Rev. ST Phys. Educ. Res. 9, no. 2, (September 17, 2013): 020113, https://doi.org/10.1103/PhysRevSTPER.9.020113 (accessed 14 December 2024).
MLA Format
Miller, Kelly, Nathaniel Lasry, Kelvin Chu, and Eric Mazur. "Role of physics lecture demonstrations in conceptual learning." Phys. Rev. ST Phys. Educ. Res. 9.2 (2013): 020113. 14 Dec. 2024 <https://doi.org/10.1103/PhysRevSTPER.9.020113>.
BibTeX Export Format
@article{
Author = "Kelly Miller and Nathaniel Lasry and Kelvin Chu and Eric Mazur",
Title = {Role of physics lecture demonstrations in conceptual learning},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {9},
Number = {2},
Pages = {020113},
Month = {September},
Year = {2013}
}
Refer Export Format
%A Kelly Miller %A Nathaniel Lasry %A Kelvin Chu %A Eric Mazur %T Role of physics lecture demonstrations in conceptual learning %J Phys. Rev. ST Phys. Educ. Res. %V 9 %N 2 %D September 17, 2013 %P 020113 %U https://doi.org/10.1103/PhysRevSTPER.9.020113 %O application/pdf
EndNote Export Format
%0 Journal Article %A Miller, Kelly %A Lasry, Nathaniel %A Chu, Kelvin %A Mazur, Eric %D September 17, 2013 %T Role of physics lecture demonstrations in conceptual learning %J Phys. Rev. ST Phys. Educ. Res. %V 9 %N 2 %P 020113 %8 September 17, 2013 %U https://doi.org/10.1103/PhysRevSTPER.9.020113 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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