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Physical Review Special Topics - Physics Education Research
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.
Subjects ADS Supplements Resource Types
Education - Applied Research
- Instructional Material Design
= Demonstration
- Reference Material
= Research study
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.9.020113
PACSs:
01.50.My
01.40.gb
01.40.Ha
Record Creator:
Metadata instance created December 18, 2013 by Lyle Barbato
Record Updated:
April 16, 2015 by Lyle Barbato
Last Update
when Cataloged:
September 17, 2013
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Record Link
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 November 27, 2022, 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 27 November 2022).
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. 27 Nov. 2022 <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


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