title: Improved learning in a large-enrollment physics class.
abstract: We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction.
authors.affiliation: Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, BC, Canada.
authors.forename: Louis
authors.initials: L
authors.lastname: Deslauriers
authors.forename: Ellen
authors.initials: E
authors.lastname: Schelew
authors.forename: Carl
authors.initials: C
authors.lastname: Wieman
mesh_terms: D001955:British Columbia; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D010825:Physics / Q000193:education*; D018794:Problem-Based Learning; D013663:Teaching / Q000379:methods*; D014495:Universities