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Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?
15 references·1 citing·40 second hop
Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences? (2014)Does using active learning in thermodynam…Teaching and physics education research: bridging the gap (2014)Teaching and physics educatio…Active learning increases student performance in science, engineering, and mathematics (2014)Active learning increases stu…Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses (2011)Active Learning Not Associate…Peer instruction: From Harvard to the two-year college (2008)Peer instruction: From Harvar…A review of literature reports of clickers applicable to college chemistry classrooms (2008)A review of literature report…An investigation of the effectiveness of electronic classroom communication systems in large lecture classes (2005)An investigation of the effec…Increasing interactivity in lectures using an electronic voting system (2004)Increasing interactivity in l…Does Active Learning Work? A Review of the Research (2004)Does Active Learning Work? A …Classroom demonstrations: Learning tools or entertainment? (2004)Classroom demonstrations: Lea…Transforming the lecture-hall environment: The fully interactive physics lecture (2002)Transforming the lecture-hall…Peer Instruction: Ten years of experience and results (2001)Peer Instruction: Ten years o…Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Interactive-engagement versus…Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula (1998)Assessing student learning of…Using interactive lecture demonstrations to create an active learning environment (1997)Using interactive lecture dem…Does problem-based learning work? A meta-analysis of evaluative research (1993)Does problem-based learning w…Reviewing affective, behavioural and cognitive learning gains in higher education (2018)Reviewing affective, behaviou…Force concept inventory (1992)Changing the Culture of Science Education at Research Universities (2011)Increased Course Structure Improves Performance in Introductory Biology (2011)The flipped classroom for teaching organic chemistry in small classes: is it effective? (2014)The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992)Practical Meta-Analysis (2000)Digest of Education Statistics (2014)Flipped classroom improves student learning in health professions education: a meta-analysis (2018)Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (2019)Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020)The initial knowledge state of college physics students (1985)Surveying students’ conceptual knowledge of electricity and magnetism (2001)The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores (2002)New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (2006)The role of deliberate practice in the acquisition of expert performance. (1993)Handbook of Qualitative Research (1994)The SAGE handbook of qualitative research (2005)Active Teaching and Learning Methodologies: Some Considerations (2015)PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes (2015)Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills (2018)Mind in Society: The Development of Higher Psychological Processes (1978)Understanding interobserver agreement: the kappa statistic. (2005)Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices (2017)A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory (2020)Change theory and theory of change: what’s the difference anyway? (2020)Dropout from Higher Education: A Theoretical Synthesis of Recent Research (1975)The undergraduate experience of blended e-learning: a review of UK literature and practice (2006)Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2008)Promoting student-centered active learning in lectures with a personal response system (2009)The efficacy of psychological, educational, and behavioral treatment: Confirmation from meta-analysis. (1993)What Matters in College? Four Critical Years Revisited. (1994)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)The Flipped Classroom: A Survey of the Research (2020)Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992)Where's the evidence that active learning works? (2006)Conducting Educational Design Research (2018)Pedagogies of Engagement: Classroom-Based Practices (2005)Problem‐based learning: future challenges for educational practice and research (2005)When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms (2009)
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References

  • 2014Active learning increases student performance in science, engineering, and mathematics9,767 cited
  • 2004Does Active Learning Work? A Review of the Research7,318 cited
  • 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses6,068 cited
  • 2001Peer Instruction: Ten years of experience and results2,678 cited
  • 1993Does problem-based learning work? A meta-analysis of evaluative research1,455 cited
  • 1998Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula799 cited
  • 2004Increasing interactivity in lectures using an electronic voting system548 cited
  • 2014Teaching and physics education research: bridging the gap422 cited
  • 2011Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses382 cited
  • 2008Peer instruction: From Harvard to the two-year college358 cited
  • 2004Classroom demonstrations: Learning tools or entertainment?288 cited
  • 2008A review of literature reports of clickers applicable to college chemistry classrooms220 cited
  • 2002Transforming the lecture-hall environment: The fully interactive physics lecture208 cited
  • 1997Using interactive lecture demonstrations to create an active learning environment

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130 cited
  • 2005An investigation of the effectiveness of electronic classroom communication systems in large lecture classes87 cited
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    • 2018Reviewing affective, behavioural and cognitive learning gains in higher education67 cited