R-D-L me this: A simple semi-directed learning approach to teaching first year physics students.
Abstract
Students often enter physics courses at higher education with a background experience of “spoon fed” learning yet academic staff expect students to engage in self-directed learning. The Revise, Do, Learn method presented here provides a first intermediary step between “spoon fed” and independent learning. A small to moderate positive effect (d = 0.38) was found between subsequent cohorts that, when considered with the minimal time and effort required to implement the method, provides an easy win for improving student learning.
Full Text:
PDFReferences
Berger, P.L. and Luckmann, T. (1967) The Social Construction of Reality. New York: Doubleday.
Christensen, C.R. (1991) 'Premises and Practice of Discussion Teaching', in C. R. Christensen, D. A. Garvin and A. Sweet (eds) Education for Judgement: The Artistry of Discussion Leadership. Boston, MA: The Harvard Business School Press.
Cole, N.S. (1990) Conceptions of Education Achievement. Educational Researcher 19, 2-7.
Dehler, G.E. and Welsh, M.A. (2014) Against Spoon-Feeding. For Learning. Reactions on Students' Claims to Knowledge. Journal of Management Education 38, 875-893.
Duderstadt, J.J. (2000) A University for the 21st Century. The University of Michigan Press.
Gibbs, P. (2010) Higher Education as a Market: A problem or solution? Studies in Higher Education 26, 85-94.
Hinings, C.R. and Greenwood, R. (1988) The Dynamics of Strategic Change. Oxford: Basil Blackwell.
Jaffe, D. (1998) Institutionalized Resistance to Asynchronous Learning Networks. Journal of Asynchronous Learning Networks 2, 21-32.
Kensington-Miller, B., Novak, J. and Evans, T. (2016) Just do it: flipped lecture, determinants and debate. International Journal of Mathematical Education in Science and Technology 47, 853-862.
Lancaster, S.J. (2013) The Flipped Lecture. NDIR 9, 28-32.
Meyer, J.W. and Rowan, D. (1977) Institutional Organizations: Formal Structure as Myth and Ceremony. American Journal of Sociology 83, 340-363.
Newman, J.H. (1996). The Idea of a University. Yale University Press.
Overton, T.L. and Randles, C.A. (2015) Beyond problem-based learning: using dynamic PBL in chemistry. Chemistry Education Research and Practice 16, 251-259.
Raelin, J.A. (2008) Work-Based Learning: Bridging Knowledge and Action in the Workplace. San Francisco, CA: Jossey-Bass.
Raelin, J.A. (2009) The Practice Turn-Away: Forty Years of Spoon-Feeding in Management Education. Management Learning 40, 401-410.
Seery, M.K. and McDonnell, C. (2013) The application of technology to enhance chemistry education. Chemistry Education Research and Practice 14, 227-228.
Smith, H. (2008) Spoon-feeding: or how i learned to stop worrying and love the mess. Teaching in Higher Education 13, 715-718.
Trow, M. (1974) "Problems in the transition from elite to mass higher education" from OECD, Policies for higher education. Paris: Organisation for Economic Co-operation and Development (OECD).
Young, H.D. and Freedman, R.A. (2012) University Physics with Modern Physics. San Francisco, CA: Addison-Wesley, 13th edition.
DOI: https://doi.org/10.29311/ndtps.v0i11.538
This work is licensed under a Creative Commons Attribution 4.0 International License.
New Directions in the Teaching of Natural Sciences
eISSN: 2753-4138