oaioai:doaj.org/article:260dd92b4a734008aa1c2f4f9faceeed

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

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

Similar works

Full text

thumbnail-image

Directory of Open Access Journals

Provided original full text link
oaioai:doaj.org/article:260dd92b4a734008aa1c2f4f9faceeedLast time updated on 12/18/2014

This paper was published in Directory of Open Access Journals.

Having an issue?

Is data on this page outdated, violates copyrights or anything else? Report the problem now and we will take corresponding actions after reviewing your request.