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[Physltest] [Phys-L] Questions Active Learning - PART 2



PART 2

REFERENCES
Ansbacher, T. 2000. "An interview with John Dewey on science
education." The Physics Teacher 38(4): 224-227; freely online at
<http://www.scienceservs.com/id13.html> as a 1.3 MB pdf. A thoughtful
and well-researched treatment showing the consonance of Dewey's
educational ideas (as quoted straight from Dewey's own writings, not
from the accounts of sometimes confused Dewey interpreters) with the
thinking of most current science-education researchers. Ansbacher's
valuable web site is <http://www.scienceservs.com>.

Barr, R.B. & J. Tagg. 1995. "From Teaching to Learning: A New
Paradigm for Undergraduate Education," Change 27 (6); 13-25,
November/December. Reprinted in D. Dezure, "Learning from Change:
Landmarks in Teaching and Learning in Higher Education from 'Change
Magazine' 1969-1999." American Association for Higher Education. Barr
& Tagg write: "A paradigm shift is occurring in American higher
education. Under the traditional, dominant 'Instruction Paradigm,'
colleges are institutions that exist to provide instruction. Subtly
but profoundly, however, a 'Learning Paradigm' is taking hold,
whereby colleges are institutions that exist to produce learning.
This shift is both needed and wanted, and it changes everything. The
writers discuss the mission and purposes of the Learning Paradigm"

Bloom, B.S. 1984. "The 2 Sigma Problem: The Search for Methods of
Group Instruction as Effective as One-to-One Tutoring," Educational
Researcher 13(6), 4-16 (1984). Bloom wrote: "Using the standard
deviation (sigma) of the control (conventional) class, it was
typically found that the average student under tutoring was about two
standard deviations above the average of the control class. . . The
tutoring process demonstrates that MOST of the students do have the
potential to reach this high level of learning. I believe an
important task of research and instruction is to seek ways of
accomplishing this under more practical and realistic conditions than
the one-to-one tutoring, which is too costly for most societies to
bear on a large scale. This is the '2 sigma' problem."

Crouch, C.H. & E. Mazur. 2001. "Peer Instruction: Ten years of
experience and results," Am. J. Phys. 69: 970-977; online at
<http://mazur-www.harvard.edu/publications.php>. Search under "All
education areas" for author "Crouch."

Dori, Y.J. & J. Belcher, J. 2004. "How Does Technology-Enabled Active
Learning Affect Undergraduate Students' Understanding of
Electromagnetism Concepts?" To appear in The Journal of the Learning
Sciences 14(2), online at
<http://web.mit.edu/jbelcher/www/TEALref/TEAL_Dori&Belcher_JLS_10_01_2004.pdf>
(1 MB).

Gery, F.W. 1972. "Does mathematics matter?" in A. Welch, ed.,
"Research papers in economic education." Joint Council on Economic
Education. pp. 142-157. Gery called "g" the "gap-closing parameter."

Hake, R.R. 1998a. "Interactive-engagement vs traditional methods: A
six-thousand-student survey of mechanics test data for introductory
physics courses," Am. J. Phys. 66: 64-74; online as ref. 24 at
<http://www.physics.indiana.edu/~hake>, or download directly by clicking on
<http://www.physics.indiana.edu/~sdi/ajpv3i.pdf> (84 kB). A
comparison of the pre- to post-test average normalized gain <g> for
62 introductory high-school, college, and university physics courses
enrolling a total 6542 students showed that fourteen "traditional"
(T) courses (N = 2084) which made little or no use of
interactive-engagement (IE) methods achieved an average gain <g>T-ave
= 0.23 plus or minus 0.04 (std dev), regardless of the experience,
enthusiasm, talents, and motivation of the lecturers. In sharp
contrast, forty-eight courses (N = 4458) which made substantial use
of IE methods achieved an average gain <g>IE-ave = 0.48 plus or minus
0.14 (std dev), almost two standard deviations of <g>IE-ave above
that of the traditional courses. Recently, normalized gain
differences between T and IE courses that are consistent with the
work of Hake (1998a,b) have been reported by many other physics
education research groups as referenced in Hake (2002a,b).

Hake, R.R. 1998b. "Interactive-engagement methods in introductory
mechanics courses," online as ref. 25 at
<http://www.physics.indiana.edu/~hake> or download directly by clicking on
<http://www.physics.indiana.edu/~sdi/IEM-2b.pdf> (108 kB). A crucial
companion paper to Hake (1998a): average pre/post test scores,
standard deviations, instructional methods, materials used,
institutions, and instructors for each of the survey courses of Hake
(1998a) are tabulated and referenced.

Hake, R.R. 2002a. "Lessons from the physics education reform effort,"
Ecology and Society 5(2): 28; online at
<http://www.ecologyandsociety.org/vol5/iss2/art28/>. Ecology and Society
(formerly Conservation Ecology) is a free online "peer-reviewed
journal of integrative science and fundamental policy research" with
about 11,000 subscribers in about 108 countries.

Hake, R.R. 2002b. "Assessment of Physics Teaching Methods,
Proceedings of the UNESCO-ASPEN Workshop on Active Learning in
Physics, Univ. of Peradeniya, Sri Lanka, 2-4 Dec. 2002; also online
as ref. 29 at
<http://www.physics.indiana.edu/~hake/>, or download directly by clicking on
<http://www.physics.indiana.edu/~hake/Hake-SriLanka-Assessb.pdf> (84 kB).

Hake, R.R. 2003. "Re: Active Learning," Math-Teach/PhysLrnR post of 1
Feb 2003 15:49:31-0800; online at
<http://listserv.boisestate.edu/cgi-bin/wa?A2=ind0302&L=physlrnr&P=R200&I=-3&X=098C523D9262466348&Y=rrhake@earthlink.net>.
The encyclopedic URL indicates that PhysLrnR is one of the few
"closed" discussion lists for which one must subscribe to access its
archives. However, it takes only a few minutes to subscribe by
following the simple directions at
<http://listserv.boisestate.edu/archives/physlrnr.html> / "Join or
leave the list (or change settings)" where "/" means "click on." If
you're busy, then subscribe using the "NOMAIL" option under
"Miscellaneous." Then, as a subscriber, you may access the archives
and/or post messages at any time, while receiving NO MAIL from the
list!

Hake, R.R. 2004a. "Re: Measuring Content Knowledge," online at
<http://lists.asu.edu/cgi-bin/wa?A2=ind0403&L=aera-d&T=0&O=D&P=5436>.
Post of 14 Mar 2004 16:29:47-0800 to ASSESS, Biopi-L, Chemed-L,
EvalTalk, Physhare, Phys-L, PhysLnrR, POD, and STLHE-L.

Hake, R.R. 2004b. "Re: Measuring Content Knowledge," online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0403&L=pod&O=A&P=17167>.
Post of 15 Mar 2004 14:29:59-0800 to ASSESS, EvalTalk, Phys-L,
PhysLrnR, & POD.

Hake, R.R. 2005. "Re: Interview with Dewey," online at
<http://listserv.sc.edu/cgi-bin/wa?A2=ind0501d&L=dewey-l&D=1&O=D&F=&S=&P=2117>.
Post of 23 Jan 2005 20:19:30-0800 to AERA-K, AERA-L, AP-Physics,
Dewey-L, EvalTalk, Math-Learn, Physhare, PhysLrnR, & POD.

Hovland, C. I., A. A. Lumsdaine, and F. D. Sheffield. 1949. "A
baseline for measurement of percentage change," in C. I. Hovland, A.
A. Lumsdaine, and F. D. Sheffield, eds. 1965, "Experiments on mass
communication." Wiley (first published in 1949).) Reprinted as pages
77-82 in P. F. Lazarsfeld and M. Rosenberg, eds. 1955. "The language
of social research: a reader in the methodology of social Research."
Free Press. Hovland et al. called "g" the "effectiveness index."

Mattson, K. 2005. "Why 'Active Learning' Can Be Perilous to the
Profession: Faculty and administrators are paying new attention to
student learning, sometimes for the wrong reasons," Academe 91(1),
January-February; online at
<http://www.aaup.org/publications/Academe/2005/05jf/05jfmatt.htm>.

Phillips, D.C. 2000. "Expanded social scientist's bestiary: a guide
to fabled threats to, and defenses of, naturalistic social science."
Rowman & Littlefield.

Scott, C. 2005. "Questions 'Active Learning'," Dewey-L post of 28 Jan
2005 17:08:33-0500; online at
<http://listserv.sc.edu/cgi-bin/wa?A2=ind0501d&L=dewey-l&D=1&O=D&F=&S=&P=3406>.

THE END !!
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