Resource Letter ALIP–1: Active-Learning Instruction in Physics

Abstract

This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

Effect of lecture instruction on student performance on qualitative questions

“…Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics [1]. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques [2]. This paper contributes to the research base through a retrospective analysis of results from 20 randomly selected qualitative questions on kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington (UW) over a period of 15 years.…”

Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-year Undergraduates at Universidad Andres Bello, Chile

“…In this scenario, different strategies have been implemented by higher education institutions in order to improve the rate of success of first-year undergraduates in science and mathematics courses. Most of these strategies have been focused on implementing active-learning methodologies during lectures to increase motivation and academic success in science and mathematics courses (Meltzer & Thornton, 2012;Paulson, 1999;Prince, 2004). Other approaches, include the implementation of tutoring programs to help students in science and mathematics courses, in a friendly, informal and approachable manner (Báez-Galib et al, 2005;Parsons, 2004).…”

Cambio comunicativo en las nuevas metodologías didácticas

“…En ellos se propone el aprendizaje activo, dejando el estudiante de tener un papel pasivo, para pasar a ser dinámico y productivo (Meltzer y Thornton, 2012). El acto didáctico ya no tiene un emisor, ya que el alumno puede actuar de emisor y de receptor, el receptor al recibir la información de distintos emisores recibe mayor ri queza.…”