At the recent AAPT meeting I heard it mentioned that both doing sample
problems on the board and showing derivations in a similar manner have a
minimal impact on student learning. This happens to fit with my
preconceptions about teaching, so of course I am not here to challenge this
idea. ;-)
Mostly I am hoping to find evidence for this in a PER article somewhere. If
anyone on here knows of such a publication I would be grateful for a
citation.
Thanks!
Jeff
--
Jeff Loats, Ph.D.
Assistant Professor of Physics
Metropolitan State College of Denver
Office: NC 3123F
Phone: 303-900-2175
Email: jloats1@mscd.edu or jeff.loats@gmail.com
Website: www.mscd.edu/physics/loats/
"Our imagination is stretched to the utmost, not, as in fiction, to imagine
things which are not really there, but just to comprehend those things which
are there." ~ Richard Feynman, The Character of Physical Law