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Aufsatz (Zeitschrift) zugänglich unter

Originaltitel: Changing university students’ alternative conceptions of optics by active learning
Paralleltitel: Spreminjanje alternativnih pojmovanj v optiki z aktivnim ucenjem pri studentih
Autoren: ;
Originalveröffentlichung: CEPS Journal 3 (2013) 3, S. 29-48
Lizenz des Dokumentes: Lizenz-Logo 
Schlagwörter (Deutsch): Universität; Physik; Studium; Studienanfänger; Hochschuldidaktik; Optik; Unterrichtsmethode; Experiment; Wissenstransfer; Problemlösen; Aktives Lernen; Lernumgebung; Qualitative Forschung; Empirische Untersuchung; Bosnien-Herzegowina
Pädagogische Teildisziplin: Hochschulforschung und Hochschuldidaktik
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 2232-2647
Sprache: Englisch
Begutachtungsstatus: Peer-Review
Abstract (Englisch): Active learning is individual and group participation in effective activities such as in class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of the SCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000). In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1) helping students to learn from interactive lecture experiment; (2) guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3) developing a conceptual question sequence designed for use in an interactive lecture with students answering questions in worksheets by writing and drawing; (4) evaluating students’ conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session. The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning, shifting from a passive role they usually play during teacher’s lectures. (DIPF/Orig.)
weitere Beiträge dieser Zeitschrift: CEPS Journal Jahr: 2013
Statistik: Anzahl der Zugriffe auf dieses Dokument
Prüfsummen: Prüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am: 08.10.2013
Empfohlene Zitierung: Hadzibegovic, Zalkida; Slisko, Josip: Changing university students' alternative conceptions of optics by active learning - In: CEPS Journal 3 (2013) 3, S. 29-48 - URN: urn:nbn:de:0111-opus-82617