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In his IT-Forum post of 24 Jun 2005 titled "Research that shows
chalk-and-talk is ineffective?" Mark Peterson (2005) asked three good
questions Q1,2,3 //
****************************************
Q1. Does anyone know of any research to support [the ineffectiveness
of chalk-and-talk]?
A1. Good evidence for the relative ineffectiveness of the traditional
chalk-and-talk lecture, insofar as promoting student understanding in
**conceptually difficult areas**, comes from physics education
researchers (PER's) who have shown that "interactive engagement" (IE)
methods CAN produce average normalized pre/post test gains in
conceptual understanding (as measured by the valid and consistently
reliable "Force Concept Inventory" [Hestenes et al. (1992)] that are
about two standard deviations greater than those achieved in
traditional (T) courses.
Here:
(a) IE methods are those designed at least in part to promote
conceptual understanding through interactive engagement of students
in heads-on (always) and hands-on (usually) activities that yield
immediate feedback through discussion with peers and/or instructors.
(b) T courses utilize passive-student lectures, algorithmic problem
exams, and recipe labs.
(c) The average normalized gain <g> for a course is the actual gain
[<%post> - <%pre>] divided by the maximum possible gain [100% -
<%pre>], where the angle brackets indicate the class averages. See
e.g. Hake (1998a,b; 2002a,b) and references therein to the research
of many other groups in many different institutions that have shown
similar results.
BTW, I know of no definitive pre/post testing that might gauge the
relative effectiveness of distance-learning courses.
****************************************
Q2. Are there researchers out there advocating for the chalk-and-talk
traditional style lecture?
A2. As far as I know there are no *serious* researchers who advocate
chalk-and-talk traditional style lecture for conceptually difficult
instructional areas
****************************************//
Q3. Is it generally accepted amongst open-minded people that
[chalk-and-talk] is not the right approach?
A3. It is certainly the case that it is generally accepted amongst
open-minded physics education researchers that chalk-and-talk is not
the right approach *in conceptually difficult* areas.
Richard Hake, Emeritus Professor of Physics, Indiana University
From: "The Thurstons" <thurston@hornbeams.com>
To: <rete@maillist.ox.ac.uk>
Date: Fri, 24 Jun 2005 18:28:41 +0100
Subject: RE: [rete] public lecture series at the
Museum of the History of Science, Oxford
Jim,
The "Talk & Chalk" series was an inspiration for those of us interested in
the development of astronomical ideas. The lecturers all adopted their own
style to deal with the lack of visual aids but each of them managed to
convey their vivid enthusiasm for the subject. It was a delight to be
present at this ephemeral event. My thanks to you and to all members of the
MHS staff who made it possible.
Geoff Thurston
-----Original Message-----
From: Jim Bennett [mailto:jim.bennett@mhs.ox.ac.uk]
Sent: 03 June 2005 16:38
To: rete@maillist.ox.ac.uk
Subject: [rete] public lecture series at the Museum of the History of
Science, Oxford
Museum of the History of Science, Broad Street, Oxford
'Talk & Chalk'
Public Lectures on the History of Cosmology
linked to the exhibition 'Bye-bye blackboard ... from Einstein and others'
(see www.mhs.ox.ac.uk/blackboard)
Tuesday 14 June, 7 pm
Prof. John North, 'Early Cosmology - by Design and Accident'
Thursday 16 June, 7 pm
Prof. David Hughes, 'The Age of the Universe, the Stars and the Earth'
Tuesday 21 June, 7 pm
Prof. John Heilbron, 'The Moving Earth after Galileo'
Thursday 23 June, 7 pm
Prof. Joe Silk, 'The Dark Side of the Universe'
There will be no slides, overheads or Powerpoint: the lecturers are allowed
to use only blackboard and chalk.
Admission free
The lecture series is sponsored by Taylor & Francis