Work

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

Year: 2007

Type: article

Abstract: We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, ``Changes in Energy and Momentum,'' from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pre- and post-tests. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences for modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods that should be emphasized in training course instructors.

Source: Physical Review Special Topics - Physics Education Research

DOI: 10.1103/physrevstper.3.010104

Authors: Kathleen M. Koenig, Robert J. Endorf, Gregory A. Braun

Institutions: Wright State University, University of Cincinnati, Xavier University

Language: English

Topic: Innovative Teaching Methods

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,000