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Educational advances by physicists for physics students

Title: Educational advances by physicists for physics students
Date/time: Wednesday 28 Jan 2009. Session: 4pm
Place: LT257, Kelvin building
Presenter Steve Draper,   Department of Psychology,   University of Glasgow.

Slides Slides


Some of the most impressive educational results in HE have been created by physicists, in physics classes, and published in Am.J.Physics. These will be briefly reviewed, and an interpretation offered in terms of moving the focus of teaching from telling to catalysing learner thought and self-correction. Another, so far unproven, idea (that may seem more natural to physicists that to other educators) is to ask how students can judge their own learning, and how many distinct judgements they need to make and try to extract from marks and feedback (e.g. effort, aptitude, current technical knowledge). This leads to the question: would it be better to set up quasi-experimental situations in which students can measure just one of these variables at a time, rather than muddling them all together as in typical coursework and exams.

Further information on venue: further information


Crouch, C.H. and Mazur, E. (2001), "Peer Instruction: Ten years of experience and results", American Journal of Physics, vol.69, no. 9, pp.970-977

R.R. Hake (1991) "My Conversion To The Arons-Advocated Method Of Science Education" Teaching Education vol.3 no.2 pp.109-111

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics data for introductory physics courses. American Journal of Physics, 66, 64-74.

Draper,S.W. (2009) What are learners actually regulating when given feedback? (published in BJET)

Draper,S.W. (2009) Catalytic assessment (published in BJET)

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