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Abstract

Interactively engaging students can significantly help them understand key concepts [Hake 1998]. In PHYS 272 at Purdue University, we are experimenting with two methods of interactive engagement: introducing recitations with qualitative, "tiered," iClicker questions and an open-ended laboratory where the students set up their own experiment. A typical iClicker series has three to five questions and begins at a level where most students are confident in their answers. The series progresses to a point where most students have difficulty identifying the correct answer. Our goal is to demonstrate that these qualitative introductions coupled with quantitative collaborative work increases the student?s overall learning gain (measured by the Brief Electricity and Magnetism Assessment). Separately, we are piloting an open-ended laboratory. The goal is to uncover the identity of 10 common circuit elements concealed in identical black boxes. The students can conduct any experiment using any of the equipment in the laboratory.

Footnotes

Sponsored by Professor Andrew Hirsch References: Hake, R. R. (1998). Interactive-engagement versus traditional methods : A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66 (May 1996), 64?74.

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