|
Location:
|
KFC Courts |
|
Date:
|
Tuesday, Aug.02 |
|
Time:
|
5:15PM - 6:00PM
|
|
Author:
|
W. Brian Lane, Jacksonville University
904-256-7326, wlane@ju.edu
|
|
Co-Author(s):
|
None
|
|
Abstract:
|
It is important for physics teachers to understand the impact of students' emotional responses to class discussions and activities. In an upper-level electromagnetic theory course, we asked students to report their emotional states in class using flashcards and clickers, with each card or button corresponding to one of the emotions most commonly experienced while learning physics (curiosity, frustration, happiness, anxiety, boredom, and confusion), and based the flow of class discussion on these responses. The students responded very positively to this teaching strategy, indicating that their learning experience was enhanced and that they perceived a great level of support from the instructor. In this poster presentation, we describe the outcomes of this teaching strategy, outline the lessons learned for future refinement, and propose an implementation in multiple introductory physics courses with the goal of comparing students' in-class emotional states with their learning gains and learning attitude shifts.
|
|
Footnotes:
|
None
|
|
|
|