home - login - register

Journal Article Detail Page

Physical Review Special Topics - Physics Education Research
written by Alexander L. Rudolph, Brahim Lamine, Michael Joyce, Helene Vignolles, and David Consiglio
Available Languages: English, French
This paper reports on a project to introduce interactive learning strategies (ILS) to physics classes at the Université Pierre et Marie Curie, one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory electricity and magnetism, enrolling approximately 500 and 250 students, respectively, introduced ILS into some, but not all, of the sections of each class. The specific ILS utilized were think-pair-share questions and Peer Instruction in the main lecture classrooms, and University of Washington Tutorials for Introductory Physics in recitation sections. Pre- and postinstruction assessments [Force Concept Inventory (FCI) and Conceptual Survey of Electricity and Magnetism (CSEM), respectively] were given, along with a series of demographic questions. Since not all lecture or recitation sections in these classes used ILS, we were able to compare the results of the FCI and CSEM between interactive and noninteractive classes taught simultaneously with the same curriculum. We also analyzed final exam results, as well as the results of student and instructor attitude surveys between classes. In our analysis, we argue that multiple linear regression modeling is superior to other common analysis tools, including normalized gain. Our results show that ILS are effective at improving student learning by all measures used: research-validated concept inventories and final exam scores, on both conceptual and traditional problem-solving questions. Multiple linear regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents' education, and achieved characteristics such as grade point average and hours studied per week.
Subjects ADS Supplements Resource Types
Classical Mechanics
- General
Education - Applied Research
- Active Learning
= Cooperative Learning
= Peer Instruction
- Learning Environment
Education - Basic Research
- Achievement
- Behavior
= Social Interaction
- Problem Solving
= Processes
- Research Design & Methodology
= Evaluation
= Statistics
- Sample Population
- Student Characteristics
= Ability
= Affect
= Skills
General Physics
- Physics Education Research
= Reform Dissemination
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Researchers
- Educators
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
text/html
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.10.010103
NSF Number:
AST-0847170
Keywords:
cooperative learning, learning communities, reformed physics education
Record Creator:
Metadata instance created July 27, 2015 by Lyle Barbato
Record Updated:
June 7, 2022 by Caroline Hall
Last Update
when Cataloged:
January 27, 2014
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
A. Rudolph, B. Lamine, M. Joyce, H. Vignolles, and D. Consiglio, , Phys. Rev. ST Phys. Educ. Res. 10 (1), 010103 (2014), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.10.010103).
AJP/PRST-PER
A. Rudolph, B. Lamine, M. Joyce, H. Vignolles, and D. Consiglio, Introduction of interactive learning into French university physics classrooms, Phys. Rev. ST Phys. Educ. Res. 10 (1), 010103 (2014), <https://doi.org/10.1103/PhysRevSTPER.10.010103>.
APA Format
Rudolph, A., Lamine, B., Joyce, M., Vignolles, H., & Consiglio, D. (2014, January 27). Introduction of interactive learning into French university physics classrooms. Phys. Rev. ST Phys. Educ. Res., 10(1), 010103. Retrieved November 27, 2022, from https://doi.org/10.1103/PhysRevSTPER.10.010103
Chicago Format
Rudolph, A, B. Lamine, M. Joyce, H. Vignolles, and D. Consiglio. "Introduction of interactive learning into French university physics classrooms." Phys. Rev. ST Phys. Educ. Res. 10, no. 1, (January 27, 2014): 010103, https://doi.org/10.1103/PhysRevSTPER.10.010103 (accessed 27 November 2022).
MLA Format
Rudolph, Alexander L., Brahim Lamine, Michael Joyce, Helene Vignolles, and David Consiglio. "Introduction of interactive learning into French university physics classrooms." Phys. Rev. ST Phys. Educ. Res. 10.1 (2014): 010103. 27 Nov. 2022 <https://doi.org/10.1103/PhysRevSTPER.10.010103>.
BibTeX Export Format
@article{ Author = "Alexander L. Rudolph and Brahim Lamine and Michael Joyce and Helene Vignolles and David Consiglio", Title = {Introduction of interactive learning into French university physics classrooms}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {10}, Number = {1}, Pages = {010103}, Month = {January}, Year = {2014} }
Refer Export Format

%A Alexander L. Rudolph %A Brahim Lamine %A Michael Joyce %A Helene Vignolles %A David Consiglio %T Introduction of interactive learning into French university physics classrooms %J Phys. Rev. ST Phys. Educ. Res. %V 10 %N 1 %D January 27, 2014 %P 010103 %U https://doi.org/10.1103/PhysRevSTPER.10.010103 %O application/pdf

EndNote Export Format

%0 Journal Article %A Rudolph, Alexander L. %A Lamine, Brahim %A Joyce, Michael %A Vignolles, Helene %A Consiglio, David %D January 27, 2014 %T Introduction of interactive learning into French university physics classrooms %J Phys. Rev. ST Phys. Educ. Res. %V 10 %N 1 %P 010103 %8 January 27, 2014 %U https://doi.org/10.1103/PhysRevSTPER.10.010103


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.

Save to my folders

Contribute

Similar Materials