UVM Theses and Dissertations
Format:
Print
Author:
Carpenter, Lisa Renee
Title:
Dept./Program:
Physics
Year:
2014
Degree:
MS
Abstract:
The increasing reliance on technology in introductory physics classes has raised the question of the efficacy of using a video format to present Interactive Lecture Demonstrations (ILDs) in the physics classroom.
Lecture demonstrations of physical principles were used in several high school algebra-based physics classes. Live demonstrations were presented to some classes, while other classes were shown previously recorded demonstrations using the same apparatus. A pre-assessment was performed to determine students' prior knowledge of each topic. Demonstrations were presented using the ILD format, which required students to form and discuss predictions for each demonstration. A post-assessment was administered to assess knowledge gained. Post-assessment questions were repeated at the end of the school year in order to determine long-term gains.
The results suggest that for ILDs overall, there is no statistically significant difference between live and video media (P-value less than or equal to 0.05 for each demonstration overall). For specific demonstrations, there may be slight differences in knowledge gain in particular classes and between genders, but the overall conclusion is that video ILDs are effective in improving student knowledge. The results are especially important for physics teachers who wish to present lecture demonstrations to students but are unable to do so due to resource issues.
Lecture demonstrations of physical principles were used in several high school algebra-based physics classes. Live demonstrations were presented to some classes, while other classes were shown previously recorded demonstrations using the same apparatus. A pre-assessment was performed to determine students' prior knowledge of each topic. Demonstrations were presented using the ILD format, which required students to form and discuss predictions for each demonstration. A post-assessment was administered to assess knowledge gained. Post-assessment questions were repeated at the end of the school year in order to determine long-term gains.
The results suggest that for ILDs overall, there is no statistically significant difference between live and video media (P-value less than or equal to 0.05 for each demonstration overall). For specific demonstrations, there may be slight differences in knowledge gain in particular classes and between genders, but the overall conclusion is that video ILDs are effective in improving student knowledge. The results are especially important for physics teachers who wish to present lecture demonstrations to students but are unable to do so due to resource issues.