Active Physics Learning: Making Possible Students’ Cognitive Growth, Positive Emotions and Amazing Creativity

Josip Sliško

Abstrakt


It is now well known that carefully designed sequences of active physics learning support students’ comprehension of physical concepts and laws. If only this were its effect, active learning should replace lecture-based teaching and passive students’ learning at all educational levels. Fortunately, the impacts of active learning experiences in students are much broader. In this paper I present a few examples of tasks that are suited for engaging students in active learning along with research-based and anecdotal evidence about effects of active physics learning on students’ cognitive level, emotions and creativity.

Full Text:

PDF (English)

Reference


Argyris, C. (1991). Teaching smart people how to learn. Harvard Business Review, 4(2),

–109.

Ayala, H., Slisko, J. & Corona, A. (2011). Magnetic demonstration of weightlessness: A

spark of student creativity. The Physics Teacher, 49 (8), 524–525.

Barbot, B., Besan¸con, M. & Lubart, T. I. (2011). Assessing Creativity in the Classroom.

In The Open Education Journal 4, Supplement 1: M5, 58–66.

Beichner, R. J. (1999, unpublished). Student-Centered Activities for Large-Enrollment

University Physics (SCALE UP). Lecture presented at the Sigma Xi Forum: Reshaping

Undergraduate Science and Engineering Education: Tools for Better Learning,

Minneapolis.

Belcher, J. (2013). MIT Physics Department’s experience with edX. MIT Faculty

Newsletter, 26(1), 12–14.

Bonello, C. & Scaife, J. (2009). PEOR: Engaging students in demonstrations. Journal of

Science and Mathematics Education in Southeast Asia, 32(1), 62–84.

Bonwell, C.C. & Eison, J.A. (1991). Active learning. Creating excitement in the

classroom. Washington: The George Washington University.

Bransford, J. D., Brown, A. L. & Cocking, R.R. (Eds.). (2001). How people learn. Brain,

mind, experience, and school. Expanded edition. Washington, D.C.: National Academy

Press.

Bransford, J. D. & Stein, B. S. (1993). The ideal problem solver. A guide for improving

thinking, learning and creativity. New York: W. H. Freeman & Company.

Cheng, V. M. (2004). Developing physics learning activities for fostering student

creativity in Hong Kong context. Asia-Pasific Forum on Science Learning and Teaching,

(2), 1–33.

Corona, A., Sliˇsko, J. & Planinsic, G. (2006). Rising freely bottle also demonstrates

weightlessness. Physics Education, 41(3), 8–9.

Deslauriers, L., Schelew, E. & Wieman, C. (2011). Improved Learning in a

Large-Enrollment Physics Class. Science, 332(6031), 862–864.

Dori, Y. J. & Belcher, J. (2005). How does technology-enabled active learning affect

undergraduate students’ understanding of electromagnetism concepts? The Journal of

the Learning Sciences, 14(2), 243–279.

Drucker, P. F. (1999). Knowledge-worker productivity: The biggest challenge. California

Management Review, 41(2), 79–94.

Drucker, P. F. (2005). Managing Oneself. Harvard Business Review, 83(1), 100–109.

Dykstra, D. I., Boyle, C.F. & Monarch, I. A. (1992). Studying conceptual change in

learning physics. Science Education, 76(6), 615–652.

Etkina, E. & Van Heuvelen, A. (2007). Investigative science learning environment — A

science process approach to learning physics. In Redish, E. F., Cooney, P. J. (Eds.),

Research-based reform of university physics. College Park, MD: American Association of

Physics Teachers.

Galili, I. (1995). Interpretation of students’ understanding of the concept of

weightlessness. Research in Science Education, 25(1), 51–74.

Galili, I. (1996). Students’ conceptual change in geometrical optics.International Journal

of Science Education, 18(7), 847–868.

Galili, I. (2001). Weight versus gravitational force: Historical and educational

perspectives. International Journal of Science Education, 23(10), 1073–1093.

Gautreau, R. & Novemsky, L. (1997). Concepts first — a small group approach to

physics learning. American Journal of Physics, 65(5), 418–428.

Graham, P.A. (Ed.). (2002). Knowledge Economy and Postsecondary Education:

Report of a Workshop. Washington, DC: National Academic Press.

Gregerson, M. B., Snyder, H.T. & Kaufman, J.C. (2013). Teaching Creatively and

Teaching Creativity. New York: Springer.

Gregory, E., Hardiman, M., Yarmolinskaya, J., Rinne, L. & Limb, C. (2013). Building

creative thinking in the classroom: From research to practice. International Journal of

Educational Research, 62, 43–50.

Gürel, Z. & Acar, H. (2003). Research into students’ views about basic physics principles

in a weightless environment. Astronomy Education Review, 2(1), 65–81.

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(1), 64–74.

Harmin, M. (1994). Inspiring active learning. A handbook for teachers. Alexandria:

Association for Supervion and Curriculum Development.

Hennessey, B. A. & Amabile, T.M. (2010). Creativity. Annual Review of Psychology, 61,

–598.

Hoellwarth, C., Moelter, M. J. & Knight, R. D. (2005). A direct comparison of

conceptual learning and problem solving ability in traditional and studio style

classrooms. American Journal of Physics, 73(5), 459–463.

Jarvis, P. (Ed.). (2001). The Age of Learning: Education and the Knowledge Society.

London: Taylor and Francis Group.

Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux.

Kapur, M. (2012). Productive failure in learning the concept of variance. Instructional

Science, 40(4), 651–672.

Keeling, R.P. & Hersh, R.H. (2012). We’re Losing Our Minds. Rethinking American

Higher Education. New York: Palgrave Macmillan.

Lewin, W. (2012). For the Love of Physics: From the end of the rainbow to the edge of

time — a journey through the wonders of physics. New York: Simon and Schuster.

Lewin, W. (1999). Lecture 7. Available at http://ocw.mit.edu/courses/physics/8-01-

physics-i-classical-mechanics-fall-1999/video-lectures/lecture-7/

Laws, P. (1991). Workshop Physics: Learning introductory physics by doing it. Change:

The Magazine of Higher Learning, 23(4), 20–27.

Laws, P.W. (1996). Workshop Physics Activity Guide Modules 1–4, New York: John

Wiley and Sons.

Laws, P.W. (1997). Millikan Lecture 1996: Promoting active learning based on physics

education research in introductory physics courses. American Journal of Physics, 65(1),

–21.

Low, R. & Jin, P. (2012). Self-regulated learning. In Encyclopedia of the Sciences of

Learning (3015–3018). New York: Springer.

Marusic, M. & Slisko, J. (2012a). Influence of three different methods of teaching physics

on the gain in students’ development of reasoning. International Journal of Science

Education, 34(2), 301–326.

Marusic, M. & Slisko, J. (2012b). Effects of two different types of physics learning on the

results of CLASS test. Physical Review Special Topics: Physics Education Research,

(1), 010107.

Marusic, M. & Slisko, J. (2012c). Increasing the attractiveness of school physics: The

effects of two different designs of physics learning. Revista Mexicana de F´ısica E, 58(1),

–83.

Marusic, M. & Slisko, J. (2012d). Many high-school students don’t want to study

physics: active learning experiences can change this negative attitude! Revista Brasileira

de Ensino de F´ısica, 34(3), 3401.

Mazur, E. (1997). Peer Instruction: A User’s Manual. New Jersey: Prentice Hall.

McDermott, L.C. (1991). Millikan Lecture 1990: What we teach and what is learned —

Closing the gap. American Journal of Physics, 59(4), 301–315.

McDermott, L.C. (1993). Guest Comment: How we teach and how students learn — A

mismatch? American Journal of Physics, 61(4), 295–298.

Meltzer, D.E. & Thornton, R.K. (2012). Resource letter ALIP-1: Active-learning

instruction in physics. American Journal of Physics, 80(6), 478–496.

Michalewicz, Z. & Michalewicz, M. (2008). Puzzle-based learning: Introduction to

critical thinking, mathematics, and problem solving. Melbourne: Hybrid Publishers.

Perkins, D. (2000). Archimedes’ bathtub. The art and logic of breakthrough thinking.

New York: W.W. Norton & Company.

Piaget, J. (1930). The child’s conception of physical causality. Oxford: Harcourt, Brace

& Company.

Piirto, J. (2011). Creativity for 21st century skills. How to embed creativity into the

curriculum. Rotterdam: Sense Publishers.

Pintrich, P.R. (1995). Understanding self-regulated learning. New directions for teaching

and learning, 63, 3–12.

Prince, M. (2004). Does active learning work? A review of the research. Journal of

Engineering Education, 93(3), 223–231.

Rivera Hern´andez, S. & Slisko, J. (2005). Levantar dos vasos mediante un globo: usando

un truco de fiestas para ense˜nar y aprender la naturaleza de la f´ısica. Memor´ıas del

taller internacional “Nuevas Tendencias en la Ense˜nanza de la F´ısica”. Puebla:

Facultad de Ciencias F´ısico-Matem´aticas.

Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657–687.

Scott, T., Gray, A. & Yates, P. (2013). A controlled comparison of teaching methods in

first-year university physics. Journal of the Royal Society of New Zealand, 43(2), 88–99.

Sharma, M. D., Millar, R. M., Smith, A. & Sefton, I.M. (2004). Students’ understandings

of gravity in an orbiting space-ship. Research in Science Education, 34(3), 267–289.

Sigler, L. E. (2003). Fibonacci’s Liber Abaci. Leonardo Pisano’s Book of Calculation.

First soft edition. New York: Springer.

Siler, S. A., Klahr, D. & Price, N. (2013). Investigating the mechanisms of learning from

a constrained preparation for future learning activity. Instructional Science, 41(1),

–216.

Singmaster, D. (2004). Sources in recreational mathematics. An annotated bibliography.

Eight preliminary edition. Available at

http://puzzlemuseum.com/singma/singma6/SOURCES/singma-sources-edn8-2004-03-

htm#Toc69534276

Slisko, J. (2010). “Total force” on bodies immersed in air and water: An error living

three centuries in physics textbooks. Review of Science, Mathematics and ICT

Education, 4(1), 5–23.

Slisko, J. (2011). Repeated errors in physics textbooks: What do they say about the

culture of teaching? In Raine, D., Hurkett, C. & Rogers, L. (Eds.), Physics Community

and Cooperation. Vol. 2, Proceedings of the GIREP-EPEC & PHEC 2009 International

Conference, Leicester: Lulu / The Center for Interdisciplinary Science, University of

Leicester, 31–46.

Thacker, B., Kim, E., Trefz, K. & Lea, S.M. (1994). Comparing problem solving

performance of physics students in inquiry-based and traditional introductory physics

courses. American Journal of Physics, 62(7), 627–633.

Tural, G., Akdeniz, A.R. & Alev, N. (2010). Effect of 5E teaching model on student

teachers’ understanding of weightlessness. Journal of Science Education and Technology,

(5), 470–488.

Wagner, T. (2008). Rigor redefined. Educational Leadership, 66(2), 20–25.

Wells, D. (2012). Games and mathematics. Subtle connections. New York: Cambridge

University Press.

Wells, M., Hestenes, D. & Swackhamer, G. (1995). A modeling method for high school

physics instruction. American Journal of Physics, 63(7), 606–619.

White, R. & Gunstone, R. (1992). Probing Understanding. London and New York:

Falmer Press.

Wieman, C. & Perkins, K. (2005). Transforming physics education. Physics Today,

(11), 26–41.

Wilson, J.M. (1994). The CUPLE physics studio. The Physics Teacher, 32(9), 518–523.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An

overview. Educational psychologist, 25(1), 3–17.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into

practice, 41(2), 64–67.

Zimmerman, B. J. & Schunk, D.H. (Eds.). (2013). Self-regulated learning and academic

achievement: Theoretical perspectives. New York: Routledge.


Na tento článek odkazuje

  • Aktuálně neexistují žádné citace.