References
- Student Response Found Feasible in Large Science Lecture Hall. A Rutgers University physics professor describes an inexpensive, homemade electronic student response system designed for a large (330 seat) science lecture hall. (citation and description)
- Classtalk: A Classroom Communication System for Active Learning. Dufresne et al., 1996 This article describes the use of a classroom communication system in large introductory physics classes to facilitate discussion of students' reasoning of physics questions. (citation and description)
- Question asking during tutoring. Graesser and Person, 1994 This study deals with the number and quality of questions asked by high-school and college students in the lecture classroom and in tutoring sessions. (citation and description)
- Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Hake, 1998 The complete report from Richard Hake's long-term study of interactive engagement (IE) techniques and their effect on the understanding of physics by non-physics majors. (citation and description)
- Learning from Past and Present: Electronic Response Systems in College Lecture Halls. Judson and Sawada, 2002 This article reviews literature from the past 3 decades that addresses the use of electronic response systems in college lecture halls. (citation and description)
- From Sage on the Stage to Guide on the Side. King, 1993 This article discusses several active-learning techniques that instructors can use to help students construct knowledge. (citation and description)
- Think-Pair-Share: An expanding teaching technique. Lyman, 1987 (citation and description)
- Peer Instruction: A User's Manual. Mazur, 1997 This is a user's guide to a powerful combination of interactive lecture techniques: ConcepTests and Peer Instruction. (citation and description)
- Assessment and Active Learning Strategies for Introductory Geology Courses. McConnell et al. (2003) This article describes several techniques to promote active learning in the classroom and compares classes taught using these with those using traditional lectures. General education Earth Science classes was evaluated using formative assessment exercises conducted by students in groups. (Full Text Online)
- A New Way to Learn: Students Argue About Physics. NSF, 1996 This article describes ConcepTests: Mazur's on-the-spot, un-graded quiz that pinpoints an underlying concept of physics that helps students learn physics concepts. (citation and description)
- Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class. Paulson, 1999 When the author changed his organic chemistry sequence from a lecture to an active-learning class with group projects, the number of students passing the year-long sequence doubled. (citation and description)
- Slide observations - Promoting active learning, landscape appreciation, and critical thinking in introductory geology courses. Reynolds and Peacock (1988) Show students an image with a geologic feature at the start of class. Ask them what they see and then ask leading questions to help them interpret the image. (citation and description)
- Reinforcing quantitative skills with applied research on tombstone-weathering rates. Roberts, 2000 This Journal of Geoscience Education article describes a tombstone weathering exercise that reinforces quantitative skills with applied research. Shelia Roberts at Western Montana College incorporates a student driven research project as a major component of her surficial geology course to engage students in quantitative analysis. Her paper describes a framework for guiding student designed research projects to enable quantitative learning. (citation and description)
- The lecture as a learning device. Wenzel, 1999 This review of learning literature indicates that students cannot absorb all of the material presented to them in lecture, especially in long lectures. Interactive engagement helps student learning. (citation and description)
- Engaging Today's Students in Earth Science 101. Zimmerman and Smith (2006) The authors describe using a Student Response System in large introductory geoscience classes. (citation and description)
- Specific Strategies for Using the Jigsaw Technique for Working in Groups in Non-Lecture-Based Courses. [Tewksbury, 1995] This article in the Journal of Geological Education describes a teaching strategy called the jigsaw technique. The article uses 13 steps to explain how to use this technique, as well as critical ingredients to make it work successfully. Also included are examples that show how to use the jigsaw technique. (citation and description)
- Peer Instruction: Engaging students one-on-one, all at once. Crouch et al. (2007) The authors describe Peer Instruction (PI) and report data from more than ten years of teaching with PI in the calculus- and algebra-based introductory physics courses for non-majors at Harvard University.
