AAPT Abstract Archive

Abstract Information

  Session: Post-deadline Abstract (posters)
  Paper Type: Poster
  Title: Re-Thinking the Teaching of Intermediate Electrodynamics
  Meeting: 2014 Summer Meeting: Minneapolis, Minnesota
  Location: N/A
  Time: 1:00PM
  Author: James D. Dull, The College of Idaho
208-861-5682, jdull@collegeofidaho.edu
  Co-Author(s): None
  Abstract: The "flipped" classroom teaching model makes lecture-like information available outside the classroom, and then builds on this instruction through learning activities such as group problem solving, discussion, and short projects. This differs from the traditional lecture/homework model by requiring students to enter the classroom prepared to learn. I have adopted a more modest version of the flipped classroom. Reading the text is used in a way similar to lecture videos, and students are rewarded for and challenged to complete reading and short assignments in preparation for group problem-solving sessions during each class period. This no-lecture classroom, emphasizing a more dynamic form of communicating conceptual and detailed understanding through written and oral assignments, was eagerly adopted by my students. In addition, preliminary comparisons with the results from more traditional versions of this course show a slight improvement in average test scores. More significantly, this method has given opportunities for the less confident student to demonstrate her/his understanding in multiple formats.
  Footnotes: None
  Presentation: AAPT_2014_JDull_Poster.pdf

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