ERIC Number: ED437111
Record Type: RIE
Publication Date: 1999-Jul
Non-Traditional Teaching Styles in Physics.
Boller, Bruce R.
The last two decades have witnessed a growing trend away from the traditional modes of instruction in physics courses at all levels, from high schools through universities. The reasons for this, as well as some commentary on several non-traditional styles of physics instruction, are presented in this paper. The article does not attempt to promote any one style over another because it is clear from numerous sources that almost any form of interactive learning produces improved conceptual understanding. The purpose of this paper is to discuss some of what is currently being done in physics education and to impart some quantitative results. The paper also reports on the following non-traditional teaching/learning styles: (1) Peer Instruction (Lectures consisting of short presentations on key points followed by a Concep Test, which students formulate answers for and discuss with each other); (2) Collaborative Instruction (Students taught using a non-traditional style make use of collaborative exercises based upon lecture materials); (3) Overview Case Studies and Active Learning Problem Sets; (4) Tutorials; (5) Workshop Physics; and (6) Expert versus Student Problem Solving. Overall assessment and recommendations for community colleges are presented at the end of the paper. (Contains 42 references.) (VWC)
Descriptors: Cognitive Development, Cognitive Style, Community Colleges, Educational Development, Educational Practices, Instructional Innovation, Learning Strategies, Physics, Science Instruction, Science Teachers, Student Participation, Teacher Attitudes, Teaching Methods, Teaching Styles, Thinking Skills, Two Year Colleges
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University, 1998-1999; see JC 000 068.