PERC 2018 Abstract Detail Page
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Abstract Title: | Visual representations of classroom activity: What captures the essence? |
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Abstract: | Decades of evidence about science education show that a strict lecture format--or any other primarily transmissionist teaching style--is an ineffective way to learn. Researchers must now develop new vocabulary to move beyond simple dichotomies such as "lecture vs. active" and to describe the diversity of teaching practice. As an early step in this effort, we present observation data from the Classroom Observation Protocol for Undergraduate STEM (COPUS) gathered in a class using Tutorials in Introductory Physics. We contrast several representations of this data drawn from the literature, each of which highlights and obscures different features of classroom events. This work is part of a larger project to characterize several prominent active learning curricula in physics, build standardized profiles of their classroom activity, and connect these profiles to the student social network structures that emerge. |
Abstract Type: | Contributed Poster Presentation |
Session Time: | Poster Session II |
Poster Number: | B87 |
Author/Organizer Information | |
Primary Contact: |
Adrienne Traxler Wright State University 3640 Colonel Glenn Hwy Dayton, OH 45385 Phone: 9379853140 |
Co-Author(s) and Co-Presenter(s) |
Eric Brewe (Drexel University), Kelley Commeford (Drexel University) |
Contributed Poster | |
Contributed Poster: | Download the Contributed Poster |