Physicists Seek To Lose The Lecture As Teaching Tool

[bananas]

http://www.npr.org/2012/01/01/144550920/physicists-seek-to-lose-the-lecture-as-teaching-tool

Physicists Seek To Lose The Lecture As Teaching Tool
by Emily Hanford

<snip>

While most physics students can recite Newton's second law of motion, Harvard's Mazur says, the conceptual test developed by Hestenes showed that after an entire semester they understood only about 14 percent more about the fundamental concepts of physics. When Mazur read the results, he shook his head in disbelief. The test covered such basic material.

<snip>

The test has now been given to tens of thousands of students around the world and the results are virtually the same everywhere. The traditional lecture-based physics course produces little or no change in most students' fundamental understanding of how the physical world works.

<snip>

Mazur's physics class is now different. Rather than lecturing, he makes his students do most of the talking.

<snip>

Mazur sees himself now as the "guide on the side" – a kind of coach, working to help students understand all the knowledge and information that they have at their fingertips. Mazur says this new role is a more important one.


American Radioworks is the documentary series from American Public Media. You can find more of their reporting on this issue at "Don't Lecture Me."

[Jim__]

1. I'd really like to see this work.

There are different aspects to learning physics. I can definitely understand the advantage of having students talk through the concepts. But how does it work with the math? The hands-on experiments?

When I was in school, they had those huge lecture halls with 100 - 200 students; but there was usually a lab associated with them - usually something like a 4 hour per week lab. Some of the lectures were really interesting. Sometimes there would be a guest lecturer who was an expert on a topic; and a very good presenter. I can't say how much I actually learned in those lectures; but they did pique your interest. The lab part was actually the much harder part - and probably where we actually did our learning.

[Gregorian]

2. I swear I was thinking of this way of teaching just two days ago.

Having beat myself to death to get a degree in engineering, and having spent a lot of time thinking about how people learn, I believe this is one step in the right direction.

I also think that more time has to be spent with students. Not just 50 minutes and then out the door to read the books. Some students can do it. But most can't.

[Dead_Parrot]

3. I'd agree that students learn more this way...

...But a good lecture from someone passionate about their subject can be incredibly motivating and inspiring. I'd hate to see it shelved completely.

[QED]

4. Here is a book that incorporates much of what they're talking about

The reviews on amazon are very good and detailed. I'm not associated with the book, even though this might sound like an "ad" for it. I have taught science and used some of the information presented.

Five Easy Lessons: Strategies for Successful Physics Teaching
Randall D. Knight

From the Back Cover:

Five Easy Lessions: Strategies for Successful Physics Teaching

* "An invaluable resource for any instructor interested in creating a physics class where students are actively engaged in learning and applying physics. The book is filled with specific suggestions on teaching individual topics in addition to an excellent summary and overview of teaching strategies based on physics education research." — Michael Read, College of the Siskiyous, CA
* "One of the most complete and helpful books on teaching introductory physics that I have ever come across. Not only does it provide thoughtful suggestions about how to improve your course topic by topic, it provides a marvelous primer on educational research into how students learn (or fail to learn) physics." — Dale Pleticha, Gordon College, MA
* "I have used the great ideas from this book over the last few years. It contains excellent summaries of research into students' learning and offers lots of helpful and specific advice on how to bring the ideas that have emerged from this research into your classroom. It is a valuable resource for improving students' learning." — Larry Lonney, Shawnee State University, Portsmouth, OH
Five Easy Lessons: Strategies for Successful Physics Teaching is a paperback book packed with creative tips on how instructors can enhance and improve their physics class instruction techniques. It's an invaluable companion to Randy Knight's Physics for Scientists and Engineers — or for any physics course.

http://www.amazon.com/Five-Easy-Lessons-Strategies-Successful/dp/0805387021/ref=sr_1_1?ie=UTF8&qid=1325638570&sr=8-1