Transforming the lecture-hall environment

The fully interactive physics lecture

David Meltzer, Kandiah Manivannan

Research output: Contribution to journalArticle

116 Citations (Scopus)

Abstract

Numerous reports suggest that learning gains in introductory university physics courses may be increased by "active-learning" instructional methods. These methods engender greater mental engagement and more extensive student-student and student-instructor interaction than does a typical lecture class. It is particularly challenging to transfer these methodologies to the large-enrollment lecture hall. We report on seven years of development and testing of a variant of Peer Instruction as pioneered by Mazur that aims at achieving virtually continuous instructor- student interaction through a "fully interactive" physics lecture. This method is most clearly distinguished by instructor-student dialogues that closely resemble one-on-one instruction. We present and analyze a detailed example of such classroom dialogues, and describe the format, procedures, and curricular materials required for creating the desired lecture-room environment. We also discuss a variety of assessment data that indicate strong gains in student learning, consistent with other researchers. We conclude that interactive-lecture methods in physics instruction are practical, effective, and amenable to widespread implementation.

Original languageEnglish (US)
Pages (from-to)639-654
Number of pages16
JournalAmerican Journal of Physics
Volume70
Issue number6
DOIs
StatePublished - 2002
Externally publishedYes

Fingerprint

lectures
students
physics
instructors
learning
education
rooms
format
interactions
methodology

ASJC Scopus subject areas

  • Physics and Astronomy(all)

Cite this

Transforming the lecture-hall environment : The fully interactive physics lecture. / Meltzer, David; Manivannan, Kandiah.

In: American Journal of Physics, Vol. 70, No. 6, 2002, p. 639-654.

Research output: Contribution to journalArticle

@article{76d676847f8c43398ab0b9c922f630dc,
title = "Transforming the lecture-hall environment: The fully interactive physics lecture",
abstract = "Numerous reports suggest that learning gains in introductory university physics courses may be increased by {"}active-learning{"} instructional methods. These methods engender greater mental engagement and more extensive student-student and student-instructor interaction than does a typical lecture class. It is particularly challenging to transfer these methodologies to the large-enrollment lecture hall. We report on seven years of development and testing of a variant of Peer Instruction as pioneered by Mazur that aims at achieving virtually continuous instructor- student interaction through a {"}fully interactive{"} physics lecture. This method is most clearly distinguished by instructor-student dialogues that closely resemble one-on-one instruction. We present and analyze a detailed example of such classroom dialogues, and describe the format, procedures, and curricular materials required for creating the desired lecture-room environment. We also discuss a variety of assessment data that indicate strong gains in student learning, consistent with other researchers. We conclude that interactive-lecture methods in physics instruction are practical, effective, and amenable to widespread implementation.",
author = "David Meltzer and Kandiah Manivannan",
year = "2002",
doi = "10.1119/1.1463739",
language = "English (US)",
volume = "70",
pages = "639--654",
journal = "American Journal of Physics",
issn = "0002-9505",
publisher = "American Association of Physics Teachers",
number = "6",

}

TY - JOUR

T1 - Transforming the lecture-hall environment

T2 - The fully interactive physics lecture

AU - Meltzer, David

AU - Manivannan, Kandiah

PY - 2002

Y1 - 2002

N2 - Numerous reports suggest that learning gains in introductory university physics courses may be increased by "active-learning" instructional methods. These methods engender greater mental engagement and more extensive student-student and student-instructor interaction than does a typical lecture class. It is particularly challenging to transfer these methodologies to the large-enrollment lecture hall. We report on seven years of development and testing of a variant of Peer Instruction as pioneered by Mazur that aims at achieving virtually continuous instructor- student interaction through a "fully interactive" physics lecture. This method is most clearly distinguished by instructor-student dialogues that closely resemble one-on-one instruction. We present and analyze a detailed example of such classroom dialogues, and describe the format, procedures, and curricular materials required for creating the desired lecture-room environment. We also discuss a variety of assessment data that indicate strong gains in student learning, consistent with other researchers. We conclude that interactive-lecture methods in physics instruction are practical, effective, and amenable to widespread implementation.

AB - Numerous reports suggest that learning gains in introductory university physics courses may be increased by "active-learning" instructional methods. These methods engender greater mental engagement and more extensive student-student and student-instructor interaction than does a typical lecture class. It is particularly challenging to transfer these methodologies to the large-enrollment lecture hall. We report on seven years of development and testing of a variant of Peer Instruction as pioneered by Mazur that aims at achieving virtually continuous instructor- student interaction through a "fully interactive" physics lecture. This method is most clearly distinguished by instructor-student dialogues that closely resemble one-on-one instruction. We present and analyze a detailed example of such classroom dialogues, and describe the format, procedures, and curricular materials required for creating the desired lecture-room environment. We also discuss a variety of assessment data that indicate strong gains in student learning, consistent with other researchers. We conclude that interactive-lecture methods in physics instruction are practical, effective, and amenable to widespread implementation.

UR - http://www.scopus.com/inward/record.url?scp=23044534839&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=23044534839&partnerID=8YFLogxK

U2 - 10.1119/1.1463739

DO - 10.1119/1.1463739

M3 - Article

VL - 70

SP - 639

EP - 654

JO - American Journal of Physics

JF - American Journal of Physics

SN - 0002-9505

IS - 6

ER -