Normal Lectures from an Experienced Instructor vs. Cognition-Driven Instruction by Inexperienced Grad Students

Source: Science Daily, May 2011

Led by Louis Deslauriers, a post-doctoral researcher at UBC’s Carl Wieman Science Education Initiative (CWSEI), the study compared the amount of learning students experienced when taught — in three hours over one week — by traditional lecture and by using interactive activities based on research in cognitive psychology and physics education.

The research team found that students in the interactive class were nearly twice as engaged as their counterparts in the traditional class. Students from the experimental class uniformly scored nearly twice as well in a test designed to determine their grasp of complex physics concepts (average score 74 per cent vs. 41 per cent, with random guessing producing a score of 23 per cent). Attendance in the interactive class also increased by 20 per cent during the experiment.

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