This paper, presented at the 2002 Physics Education Research Conference, describes an experiment designed to investigate an abridged Interactive Lecture Demonstration performed in the Studio Physics I course at Rensselaer Polytechnic Institute (RPI) during the spring of 2002. Approximately 300 students in several different sections of the course were divided into two groups. Both groups witnessed an entire Newton's Third Law ILD series. However, one group was asked for only a prediction before viewing each demonstration. The other group was prompted to engage in all eight steps of the suggested ILD procedure. The authors provide a detailed discussion of the experiment, learning gains for the two groups as measured with the Force and Motion Conceptual Evaluation (FMCE), and implications for instruction.


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  • Grade 6
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Vocational/Professional Development Education,Higher Education,Force and Motion Concept Evaluation (FMCE),NSDL,Active Learning,PERC 2002,Undergraduate (Lower Division),Education Practices,Physics,instruction innovations,NSDL_SetSpec_439869,Graduate/Professional,Interactive Lecture Demonstration (ILD),Pedagogy,Education,oai:nsdl.org:2200/20061213014018855T,Interactive Lecture Demonstration,Newton's Third Law



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