Preprint
Relative benefits of different active learning methods to conceptual physics learning
07 May 2025
Abstract
Extensive research has demonstrated that active learning methods are more
effective than traditional lecturing at improving student conceptual
understanding and reducing failure rates in undergraduate physics courses.
Researchers have developed several distinct active learning methods that are
now widely implemented in introductory physics; however, the relative benefits
of these methods remain unknown. Here we present the first multi-institutional
comparison of the impacts of four well-established active learning methods
(ISLE, Peer Instruction, Tutorials, and SCALE-UP) on conceptual learning. We
also investigate student development of peer networks and the activities that
take place during instruction to explain differences in these impacts. Data
include student concept inventory scores, peer network surveys, and classroom
video recordings from 31 introductory physics and astronomy courses at 28
different institutions in the United States containing a total of 2,855
students. We find measurable increases in student conceptual learning in all
four active learning methods (ranging from 2.09-sigma to 6.22-sigma differences
from a null effect), and significantly larger conceptual learning gains in
SCALE-UP than in both ISLE (2.25-sigma difference) and Peer Instruction
(2.54-sigma difference). Conceptual learning gains in Tutorials are not
significantly different from those in the other three methods. Despite the
hypothesized benefits of student interactions, student development of peer
networks is similar across the four methods. Instead, we observe differences in
classroom activities; in many of the observed ISLE and Peer Instruction
courses, instructors lecture for a large fraction of class time. In Tutorials
and SCALE-UP courses, instructors dedicate most in-class time to
student-centered activities such as worksheets and laboratory work.
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Details
- Title
- Relative benefits of different active learning methods to conceptual physics learning
- Creators
- Meagan SundstromJustin GambrellColin GreenAdrienne L TraxleEric Brewe
- Resource Type
- Preprint
- Language
- English
- Academic Unit
- Physics; School of Education
- Other Identifier
- 991022052818704721