PERC 2016 Abstract Detail Page
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| Abstract Title: | Active learning in pre-class assignments: Exploring the use of interactive simulations to enhance reading assignments |
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| Abstract: | Pre-class reading assignments--brief, focused reading assignments typically accompanied by a quiz--help prepare students for active classes by providing a first exposure to the terms and concepts to be used during class. We investigate if the use of inquiry-oriented PhET-based activities in conjunction with pre-class reading assignments can improve both the preparation of students for in-class learning and the attitudes of students towards pre-class assignments. Over three course modules covering different topics, students were assigned randomly to complete either a textbook-only pre-class assignment or both a textbook pre-class assignment and a PhET-based activity. The assignments helped prepare students for class, as measured by performance on the pre-class quiz relative to a beginning-of-semester pre-test. We further explore how the inclusion of the PhET-based activity impacts student engagement with and learning of a topic and how this might be mediated by the prior knowledge and prior attitudes of the student. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Jared Stang University of British Columbia 334 - 6224 Agricultural Road Vancouver, Non U.S. V6T 1Z1 Phone: 6048225527 |
| Co-Author(s) and Co-Presenter(s) |
Megan Barker, Department of Biological Sciences, Simon Fraser University Sarah Perez, Centre for Teaching, Learning and Technology, University of British Columbia Joss Ives, Department of Physics and Astronomy, University of British Columbia Ido Roll, Centre for Teaching, Learning and Technology, University of British Columbia |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
