Effectiveness of different tutorial recitation teaching methods and its implications for TA training

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four differe...

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Autores principales:	Kathleen M. Koenig, Robert J. Endorf, Gregory A. Braun
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2007
Materias:	Recitation Student and teacher engagement Socratic dialogue Training course instructors Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/260dd92b4a734008aa1c2f4f9faceeed
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spelling	oai:doaj.org-article:260dd92b4a734008aa1c2f4f9faceeed2021-12-02T11:05:24ZEffectiveness of different tutorial recitation teaching methods and its implications for TA training1554-9178https://doaj.org/article/260dd92b4a734008aa1c2f4f9faceeed2007-05-01T00:00:00Zhttp://link.aps.org/abstract/PRSTPER/v3/e010104https://doaj.org/toc/1554-9178We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, “Changes in Energy and Momentum,” from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pre- and post-tests. Our results demonstrate the importance of the instructor’s role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences for modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods that should be emphasized in training course instructors.Kathleen M. KoenigRobert J. EndorfGregory A. BraunAmerican Physical SocietyarticleRecitationStudent and teacher engagementSocratic dialogueTraining course instructorsSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 3, Iss 1 (2007)
institution	DOAJ
collection	DOAJ
language	EN
topic	Recitation Student and teacher engagement Socratic dialogue Training course instructors Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Recitation Student and teacher engagement Socratic dialogue Training course instructors Special aspects of education LC8-6691 Physics QC1-999 Kathleen M. Koenig Robert J. Endorf Gregory A. Braun Effectiveness of different tutorial recitation teaching methods and its implications for TA training
description	We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, “Changes in Energy and Momentum,” from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pre- and post-tests. Our results demonstrate the importance of the instructor’s role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences for modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods that should be emphasized in training course instructors.
format	article
author	Kathleen M. Koenig Robert J. Endorf Gregory A. Braun
author_facet	Kathleen M. Koenig Robert J. Endorf Gregory A. Braun
author_sort	Kathleen M. Koenig
title	Effectiveness of different tutorial recitation teaching methods and its implications for TA training
title_short	Effectiveness of different tutorial recitation teaching methods and its implications for TA training
title_full	Effectiveness of different tutorial recitation teaching methods and its implications for TA training
title_fullStr	Effectiveness of different tutorial recitation teaching methods and its implications for TA training
title_full_unstemmed	Effectiveness of different tutorial recitation teaching methods and its implications for TA training
title_sort	effectiveness of different tutorial recitation teaching methods and its implications for ta training
publisher	American Physical Society
publishDate	2007
url	https://doaj.org/article/260dd92b4a734008aa1c2f4f9faceeed
work_keys_str_mv	AT kathleenmkoenig effectivenessofdifferenttutorialrecitationteachingmethodsanditsimplicationsfortatraining AT robertjendorf effectivenessofdifferenttutorialrecitationteachingmethodsanditsimplicationsfortatraining AT gregoryabraun effectivenessofdifferenttutorialrecitationteachingmethodsanditsimplicationsfortatraining
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Effectiveness of different tutorial recitation teaching methods and its implications for TA training

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