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Classroom demonstrations: Learning tools or entertainment?
Abstract
We compared student learning from different modes of presenting classroom demonstrations to determine how much students learn from traditionally presented demonstrations, and whether learning can be enhanced by simply changing the mode of presentation to increase student engagement. We find that students who passively observe demonstrations understand the underlying concepts no better than students who do not see the demonstration at all, in agreement with previous studies. Learning is enhanced, however, by increasing student engagement; students who predict the demonstration outcome before seeing it, however, display significantly greater understanding.
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Citations
Cited by
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. (2010) · Journal of Research in Science Teaching · doi:10.1002/tea.20363 · Cited by 1,112
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
Synthesis of discipline-based education research in physics
Docktor, J. L., & Mestre, J. P. (2014) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.10.020119 · Cited by 549
Generative Learning: Which Strategies for What Age?
Brod, G. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09571-9 · Cited by 145
When generating a prediction boosts learning: The element of surprise
Brod, G., Hasselhorn, M., & Bunge, S. A. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.01.013 · Cited by 131
Metadata
- Authors
- Crouch, C., Fagen, A. P., Callan, J. P., & Mazur, E.
- Venue
- American Journal of Physics
- Published
- 2004-05-12
- Volume
- 72
- Issue
- 6
- Pages
- 835-838
- ISSN
- 0002-9505 (ISSN-L)
- 1943-2909
- OpenAlex
- W2007495065
- Cited by
- 288
- References
- 0
- FWCI
- 34.34
- Type
- journal article
- Language
- en
- Open access
- closed
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