In the authors' conditions P&E outperformed both Interactive Lecture Demonstrations and Peer Instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ILD tested in 2011 seminars was judged inferior to P&E, and PI tested in one 2012 experimental group produced worse results than P&E. → Krišťák 2014

Evidence¶

Krišťák 2014¶

Krišťák, Ľ., Němec, M., Danihelová, Z. (2014). Interactive Methods of Teaching Physics at Technical Universities. Informatics in Education, 13(1), 51–71. https://doi.org/10.15388/infedu.2014.03

q2 · i? · causal · r2

Comparison within the authors' multi-year experiment: PI was tested in one experimental group in 2012 and its results were worse than P&E's; the authors attribute P&E's advantage to the use of students' worksheets. A separate sentence reports ILD tested in 2011 seminars with P&E proven better.

"In 2012 the method Peer Instructions was also tested in one experimental group, nevertheless, achieved results were worse than in the case of P&E method (a great advantage of P&E method when compared to PI method is the use of students’ worksheets)."

Discussion¶

Related Claims¶

• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
• In Harvard's introductory physics course, average FCI posttest scores and normalized gain rose sharply in the year it switched from traditional lectures to Peer Instruction — related
• The benefit of interactive methods appeared independently of students' incoming knowledge, including weak and strong pretest performers