1. An active learning paradigm in
physics teaching
K.A.Pimbblet
(kevin.pimbblet@monash.edu)

2. Motivation

3. Motivation

4. Motivation
l If
lectures are for learning, as I contend,
then I’m failing if I give a “traditional”
lecture.
l Lectures are, hands-down, one of the
worst ways in which to learn.
l Psychologists have known this result for
a long time, but us physicists are only
just hearing about it & doing something
about it.

5. Motivation

6. Ingredients List
l Students
are required to, (& assessed on),
reading the textbook prior to attending class.
l Class time is ~100% active learning via
concept & other questions integrated
alongside live demo’s and videos that
students have a stake in.
l Clickers form an integral part of the class for
instant formative diagnostics & feedback.
l Weekly problem sheets, tutorials & labs to
reinforce learning.
NB: Red items not yet implemented at Monash.

7. Example Clicker Question
l Tanks
A and B are the same apart from
their widths. How does the force of the
water at the bottom of the tanks
compare?
OPTIONS:
1.
2.
3.
F(A) = F(B)
F(A) > F(B)
F(A) < F(B)

8. Example Clicker Question
l Tanks
A and B are the same apart from
their widths. How does the force of the
water at the bottom of the tanks
compare?
OPTIONS:
1.
2.
3.
F(A) = F(B)
F(A) > F(B)
F(A) < F(B)

9. Example Clicker Question
Tanks A and B are the same apart from their
widths. How does the force of the water at the
bottom of the tanks compare?
50%
48%
F(
B
)
A
)<
F(
B
)
F(
A
)>
F(
B
)
3.
3%
A
)=
2.
F(A) = F(B)
F(A) > F(B)
F(A) < F(B)
F(
1.
F(
l

10. Example Clicker Question
In the previous question it became readily
apparent that there was a problem with the
basic understanding of fluids.
l This directly caused us to spend more time
discussing the connections between pressure,
force, gravity, water density, height of the tank
& its area.
l This would not have been caught in
traditional lectures as quickly, and could
readily have gone un-addressed.
l

11. Student Feedback (UQld)
l This
survey encompassed 67/93 students.
l Lectures were the most popular part of the
course by a long way – attendance
remained very high throughout the course;
it was still over 70% in week 13.
l Reading was done by the majority; time
was the main factor cited for not doing the
reading.

12. Student Feedback (UQld)

13. Student Feedback (UQld)

14. Student Feedback (UQld)

15. Hard Numbers
We ran a pre-test and post-test at UQld on first
year physics topics in 2009 & 2010.
l Normalized gain (traditional) ~ 25%
l Normalized gain (active learning) 60%+/- a few
l
This ~60% gain is on par with the best in the
world. QED for me.

16. Summary: HAVE A GO!!!
l It
takes longer to prepare these classes
than traditional lectures.
l Slightly less material can be put in the
course, but the students gain a better
understanding of the material that is in
there.
l Concept questions must be carefully
chosen to maximize effect.
l It is far better to have a question provoke
discussions than not.