Introduction of interactive learning into French university physics classrooms

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Universit\'e Pierre et Marie Curie (UPMC), one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory E&M, enrolling approximately 500 and 250 students respectively, introduced ILS into some sections of each class. The specific ILS utilized were Think-Pair-Share questions and Peer Instruction in the main lecture classrooms, and UW Tutorials for Introductory Physics in recitation sections. Pre- and post-instruction assessments (FCI and CSEM respectively) were given, along with a series of demographics questions. We were able to compare the results of the FCI and CSEM between interactive and non-interactive classes taught simultaneously with the same curriculum. We also analyzed final exam results, as well as the results of student and instructor attitude surveys between classes. In our analysis, we argue that Multiple Linear Regression modeling is superior to other common analysis tools, including normalized gain. Our results show that ILS are effective at improving student learning by all measures used: research-validated concept inventories and final exam scores, on both conceptual and traditional problem-solving questions. Multiple Linear Regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents' education, and achieved characteristics such as GPA and hours studied per week. Analysis of student and instructors attitudes shows that both groups believe that ILS improve student learning in the physics classroom, and increases student engagement and motivation

Physics teaching methods: an analysis on peer instruction and modeling instruction

There is a well known phenomenon related to physics students that concerns the difficulty that these have to understand conceptually what is being taught, since, not infrequently, these show bad results and learning difficulties. Based on this, the present article aim a literature review on different learning methods of physics teaching, among them, two in particular, the Peer Instruction and the Modeling Instruction. While in Peer Instruction the students meet with colleagues and discuss a certain theme among them, in most cases with conceptual testes, the Modeling Instruction is based on the use of interactive whiteboards and exposition of content through the student itself, as well as recommends experiments and other sources of pedagogical support. Many authors advocate that the student, even those with low performance in his classes, can learn better when they work in a interactive way or when they work with their peers. It is starting on this premise that studies in these subjects are based.There is a well known phenomenon related to physics students that concerns the difficulty that these have to understand conceptually what is being taught, since, not infrequently, these show bad results and learning difficulties. Based on this, the present article aim a literature review on different learning methods of physics teaching, among them, two in particular, the Peer Instruction and the Modeling Instruction. While in Peer Instruction the students meet with colleagues and discuss a certain theme among them, in most cases with conceptual testes, the Modeling Instruction is based on the use of interactive whiteboards and exposition of content through the student itself, as well as recommends experiments and other sources of pedagogical support. Many authors advocate that the student, even those with low performance in his classes, can learn better when they work in a interactive way or when they work with their peers. It is starting on this premise that studies in these subjects are based.

Predicting student performance in interactive online question pools using mouse interaction features

Modeling student learning and further predicting the performance is a well-established task in online learning and is crucial to personalized education by recommending different learning resources to different students based on their needs. Interactive online question pools (e.g., educational game platforms), an important component of online education, have become increasingly popular in recent years. However, most existing work on student performance prediction targets at online learning platforms with a well-structured curriculum, predefined question order and accurate knowledge tags provided by domain experts. It remains unclear how to conduct student performance prediction in interactive online question pools without such well-organized question orders or knowledge tags by experts. In this paper, we propose a novel approach to boost student performance prediction in interactive online question pools by further considering student interaction features and the similarity between questions. Specifically, we introduce new features (e.g., think time, first attempt, and first drag-and-drop) based on student mouse movement trajectories to delineate students' problem-solving details. In addition, heterogeneous information network is applied to integrating students' historical problem-solving information on similar questions, enhancing student performance predictions on a new question. We evaluate the proposed approach on the dataset from a real-world interactive question pool using four typical machine learning models.Comment: 10 pages, 7 figures, conference lak20, has been accepted, proceeding now. link: https://lak20.solaresearch.org/list-of-accepted-paper

Understanding Teacher Effectiveness with Complexity and Network Theories

This study seeks to understand teacher effect on student test scores with perspectives from complexity and network theories. The assumptions are that network relationships and interactive dynamics are important to individual productivity in knowledge intensive organizations such as schools. Data were collected from students, faculty and staff in ten elementary schools in one school district in the southeast US. The analytical framework included: network analyses, hierarchical linear modeling, Lenth\u27s analysis, response surface methodology and multiple regression. Results support the assumptions. Teacher\u27s network measures exhibited complex linear, curvilinear and interactive effects on student test scores. Teachers who are central in the advice network and who broker trust are especially effective. Implications and future studies are discussed

Including the Interactive White Board in a Classroom

In the last decade, a new technology has started to make its way into countless classrooms around the world. This technology is the Interactive White Board (IWB) system. This self study project shows ways a teacher can integrate the IWB technology in an elementary school classroom. This study was conducted in a first grade classroom in an urban area through analyzing lessons, student work, and teacher journals. The lessons that were taught all included the use of an IWB in different ways, including viewing of online sources, accessing curriculum materials, providing interactive materials, documenting student or teacher work, modeling, and creating opportunities for students to be active learners. I found that the IWB is an effective tool in both delivery of materials during lessons and assessment

How Do Interactive Read-Alouds Promote Engagement and Oral Language Development in Kindergarten

The research question addressed in this project was, how do interactive read-alouds promote engagement and oral language development in kindergarten? The motivating factor for this capstone was the high number of students coming to school with limited resources and lacking prior knowledge of literacy skills. The author developed an interactive read-aloud curriculum unit focused on characters to implement in kindergarten throughout the school year. Each lesson plan incorporates scaffolding, teacher modeling, student discussion, and engagement strategies. The capstone highlighted benefits and common practices for interactive read-alouds, theories such as Cambourne’s Conditions of Learning and Instructional Conversations, and implications of oral language in the classroom. Interactive read-alouds provide many benefits including promoting oral language development, engagement, and comprehension skills

Development of Interactive Physics E-Book to Reduce Student Misconception

This research develops an interactive physics e-book to provide innovation in physics learning at schools. The purpose of the study was to determine the feasibility of a physics e-book on simple harmonic motion material, to determine the reduction of student misunderstandings after learning using e-books, and to determine the practicality of the e-books developed. This research uses research and development (R&D) methods with the research subjects of class X students. Based on learning innovations that have been carried out, it was concluded that e-book learning media has been developed to reduce student misunderstandings. E-book has been validated by 3 experts and the result are very good so it is suitable for use in learning. There is a reduction in student misunderstandings in modeling and implementation classes. The largest decrease occurred in the implementation class which was 11.00% while the modeling class was 9.00%. The e-books used successfully improved students' understanding by 18.00% in classroom modeling and 48.00% in implementation classes. The effectiveness of e-books in reducing student misconceptions belongs to the medium criteria in all classes. The practicality of e-books in modeling and implementation classes belongs to very good criteria

Electronic Education in the Field of Electrical Engineering Disciplines. Combined Didactic Interactive Program System

At present in the educational process of electrical engineering disciplines electronic learning program, providing control over reproductive educational-cognitive activity (the decision of standard problems) and universal modeling program systems, for instance Electronics Workbench, giving a chance of organizing productive, in particular research activity are basically used. However universal modeling program systems can not provide auto control over educational-cognitive activity because of the absence of the feedback with students. The combined didactic interactive program system, providing the closed directed auto control over both the reproductive and productive heuristic educational-cognitive activity of the student is offered