Moving a Homework Problem Before Lecture, Rather Than After, Improves Undergraduate Physics Students' Conceptual Understanding (Poster 7)

• In Event: AERA Poster Session Three
  In Poster Session: Division C Science Poster Session Two

Abstract

Exploratory learning, an active-learning method in which students explore a novel problem before a lecture, can improve students’ conceptual understanding. However, exploratory learning activities tend to be time-consuming and intricately designed. We examined whether a simple homework problem can be moved before a lecture, and used as an exploratory learning activity in an undergraduate physics course. Students (N=191) either completed the learning activity before their regular instruction (explore-first condition) or after (instruct-first condition). Students then completed a post assessment that measured their procedural and conceptual knowledge. Students in the explore-first condition demonstrated better conceptual understanding compared to the instruct-first condition. Overall, exploratory learning does not require intensive, novel materials in order to be implemented in classrooms.

Authors

• Raina Isaacs, University of Louisville
  Presenting Author

• Raymond J. Chastain, University of Louisville
  Non-Presenting Author

• Christopher L. Davis
  Non-Presenting Author

• Linda Fuselier, University of Louisville
  Non-Presenting Author

• Jeffrey Hieb
  Non-Presenting Author

• Marci S. DeCaro, University of Louisville
  Non-Presenting Author