home - login - register

PERC 2018 Abstract Detail Page

Previous Page  |  New Search  |  Browse All

Abstract Title: Visual representations of classroom activity: What captures the essence?
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
and Co-Presenter(s)
Eric Brewe (Drexel University), Kelley Commeford (Drexel University)

Contributed Poster

Contributed Poster: Download the Contributed Poster