Cooperative learning in the tutorials of a large lecture physics class |
| |
| Authors: | Paul D Cottle Gerald E Hart |
| |
| Institution: | (1) Department of Physics, Florida State University, 32306-3016 Tallahassee, Florida, USA |
| |
| Abstract: | The introduction of in-class cooperative learning to a two semester large lecture college physics sequence was evaluated using
both qualitative and quantitative measuremets. The first semester of the sequence was taught using traditional formats for
lectures, tutorials and laboratories. A group of six students with apparent weaknesses in their academic backgrounds (from
a class size of 200) was examined closely through weekly group meetings, journal writing and formal interviews. After several
weeks, the group meetings became cooperative learning sessions, and the meetings appear to have helped the students to achieve
at a higher level than expected. In addition, a classroom environment survey was administered during the first semester. During
the second semester, in-class cooperative learning was implemented in tutorials. Student reaction to the new tutorial format,
as measured by the survey, was positive. Field notes taken during the tutorials in the second semester revealed additional
positive aspects of this reform. Many of the data support the hypothesis that in-class cooperative learning addressed student
concerns about the learning environment and was perceived as an effective reform by most students. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
