Impact of Interactive Teaching Methods on Heterogeneity
- We describe an investigation of the heterogeneity in conceptual understanding of first-year engineering students by using the force concept inventory (FCI) as a diagnostic tool. The average FCI pre- and posttest results depend significantly on the type of school graduation. Even interactive teaching methods that have proven to be more effective in learning outcome cannot dissolve this heterogeneity within the first year of university study.
Author: | Silke Stanzel, Claudia Schäfle, Elmar Junker |
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URN: | urn:nbn:de:bvb:861-opus4-13096 |
ISBN: | 978-90-9031874-5 |
Parent Title (English): | Proceedings of the 10th international conference on Physics Teaching in Engineering Education |
Editor: | Arjan Lock |
Document Type: | Conference Proceeding |
Language: | English |
Publication Year: | 2019 |
Creating Corporation: | SEFI - Société Européenne pour la Formation des Ingénieurs |
Contributing Corporation: | PWG – Physics Working Group of SEFI - Société Européenne pour la Formation des Ingénieurs |
Tag: | Force Concept Inventory; active learning methods; heterogeneity; learning outcomes |
Page Number: | 6 |
First Page: | 1 |
Last Page: | 6 |
Project Title: | Pro-Aktjv - Physik in Rosenheim kontinuierlich just-in-time verstehen |
Acronym: | Pro-Aktjv |
Funding Agency: | Bayerisches Staatsministerium für Wissenschaft und Kunst |
Grant Number: | 1542-MI-16-01 |
faculties / departments: | Fakultät für Angewandte Natur- und Geisteswissenschaften |
Licence (German): | Creative Commons - CC BY-NC-ND - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International |