Over the past eight years at McDaniel College, students’ Predictions for various Interactive Lecture Demonstrations (ILDs) have improved markedly. One explanation is that students have become increasingly sophisticated in their understanding of kinematics and dynamics. Another possible explanation is that the class as a whole is only slightly more sophisticated, and during the Discussion Phase of the ILD the correct Predication is very successfully transmitted within groups and between groups. The purpose of this paper is to support the proposition of this possible explanation. To begin to address this idea, I present an overview of and results from a preliminary, computer-based simulation of classroom discussion.


  • Education > General
  • Mathematics > General

Education Levels:

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


interactive lecture demonstrations,NSDL,probability,Active Learning,Peer Instruction,Higher Education,statistical analysis,Mathematics,Physics Education Research,General,undergraduate,scientific information systems,Graduate/Professional,General Physics,learning (artificial intelligence),oai:nsdl.org:2200/20090204193718104T,PERC 2008,Undergraduate (Lower Division),Computers,physics instruction,research and development management,Physics,Computing and Information,engineering education,educational courses,Education Practices,Engineering,computer simulation,NSDL_SetSpec_439869,Education,Technology,Cooperative Learning,educational computing



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