Type:

Other

Description:

This paper, presented at the 2001 Physics Education Research Conference, presents a research study intended to compare two different approaches to using a classroom communication system (CCS). In the end, however, this study became less about trying to pin down the effects of two different instructional styles, and much, much more about the difficulties of comparing two large sub-populations of students. Therefore, although the authors report findings regarding the comparison of the two sections and approaches, a large fraction of this talk focuses on the development of the authors' thinking regarding the hindrances to making definitive and reliable statements about their findings.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Education Foundations,Undergraduate (Lower Division),Audience Response,Research Design & Methodology,Assessment,Graduate/Professional,teaching style,Classroom Management,oai:nsdl.org:2200/20061213013621248T,Evaluation,NSDL_SetSpec_439869,Curriculum Development,Achievement,Higher Education,PERC 2001,Pedagogy,Physics,student characteristics,Education Practices,Course,undergraduate physics students,Education,Technology

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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