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.

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Author:Silke Stanzel, Claudia Schäfle, Elmar Junker
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):License LogoCreative Commons - CC BY-NC-ND - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International