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Learning environments, as defined in the previous chapter as necessarily having intentionality, may not cover all of the aspects of the formal instruction. Such learning environments are classified as “setting-specific” in that they create a setting to address specific instructional needs. As such, they are adapted wherever they are adopted to fit the target's culture and needs, and different implementations may look somewhat different. Because of their restriction to specific settings, these particular learning environments are able to be used within the same course or formal instruction. We present five keystone setting-specific learning environments and classify them into three distinct families: integrating pedagogy in reformed physical spaces (SCALE-UP), engagement within the lecture setting (Peer Instruction and Interactive Lecture Demonstrations), and cooperative learning outside the lecture setting (Tutorials and Cooperative Problem Solving). We discuss the features that make each of these examples a learning environment and describe key areas of research conducted within the keystone examples as well as some adaptations made from those examples.

Does it stick? -Investigating long-term retention of conceptual knowledge in mechanics instructionAbstract By administering the Concept Assessment Tool for Statics (CATS) as a retest to engineering students and graduates, the retention of basic concepts in mechanical engineering is explored.Results from the retest from a sample population are compared to results from a larger population of posttests, i. e., tests after all relevant instruction. The sample is a subset of the population for which each member's posttest result is known. The sample population of 268 individuals is analyzed and grouped into three sub-populations based on the time interval between the posttest and retest. Overall we find that normalized differences between the sample retest and posttest is positive, showing a gain of understanding since the posttest at all retention intervals. It is hypothesized that gains in the retest relative to the posttest are a structural artifact of posttest being administered at the end of the course, but well before the exam period, an interval of sometimes up to eight weeks that is usually accompanied by intensive preparation and review of the course material. There is some evidence of forgetting when retention intervals are compared with one another. Sample members who remain actively engaged in the subject matter (as revealed by survey questions administered with the posttest) actually show learning gains and not only retention as a function of the retention interval.