Applications to the summer school increased up to double the available positions, which the authors attribute to its active and cooperative learning¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? In recent years applications rose to twice the available positions, and the authors attribute this success to the active and cooperative learning of interesting physics topics students experienced. → Benedetti R. 2011

Evidence¶

Benedetti R. 2011¶

Benedetti R., Mariotti E., Montalbano V., Porri A. (2011). Active and cooperative learning paths in the Pigelleto's Summer School of Physics. FFP12, Udine. https://www.sif.it

q1 · i? · design · r1

Conclusions section reporting program demand: applications "increased up to double the available positions". The attribution to active and cooperative learning is explicitly the authors' opinion; no comparative or controlled data are presented.

"In the last years, the applications are increased up to double the available positions. In our opinion, the main reason of this success is the active and cooperative learning of interesting topics in physics that students have experienced during the summer school."

Discussion¶

Related Claims¶

• Student oral presentations of laboratory results became the central activity stimulating active and cooperative learning — related
• Cooperative learning exercises were rated highly useful by >94% of students and were associated with roughly doubled class attendance — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on