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Classroom Demonstrations: Learning Tools or Entertainment?
Catherine H. Crouch, Adam P. Fagen, John Paul Callan and Eric Mazur
Am. J. Phys., 72, 835-838 (2004). export citation
We compared student learning from different modes of presenting classroom
demonstrations, in order to determine how much students learn from
traditionally presented demonstrations, and whether this learning can be
enhanced by simply changing the mode of presentation and thereby
increasing student engagement. Students who passively observe
demonstrations understand the underlying concepts no better than students
who do not see the demonstration at all. Students who predict the
demonstration outcome before seeing it, however, display significantly
greater understanding.
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