Speakers
Description
Physics education research shows that students learn best while actively engaged with course material, rather than passively observing a lecture. The flipped classroom curriculum and peer instruction are two complementary methods that foster active student engagement. The purpose of this study was to measure the effectiveness of these interactive engagement (IE) approaches within the post-COVID 19 South African physics classroom. In this study, a flipped classroom curriculum combined with peer instruction was implemented in three first-year physics courses at Nelson Mandela University. The success of this combined IE approach was quantitatively measured against international benchmarks using the Force Concept Inventory (FCI) test. The results of this study explore the robustness of an IE approach to teaching and learning against topical challenges, such as online learning and large classes, by studying their impact on FCI performance.
Level for award;(Hons, MSc, PhD, N/A)?
N/A
| Apply to be considered for a student ; award (Yes / No)? | No |
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