Effectiveness of Different Course Components in Driving Gains in Conceptual Understanding
نویسنده
چکیده
Students in a calculus-based mechanics course at MIT were given the conceptual Force Concept Inventory (FCI) test both at the start and the end of the course. Gains in student scores are correlated with individual use of the different components in the course: small-group tutorial sessions, written problem sets, an interactive web-based problem set, collaborative work and number of sessions viewing multi-media content on the web. This makes it possible to study the relative effectiveness of the different components in improving conceptual understanding. The data indicate that usage of the webbased problem set led to gains in FCI score that were twice as large compared to the written problem set. Solving complex problems in collaborative groups also led to gains in FCI score whereas both the small-group tutorial sessions and viewing web-based multi-media were less effective.
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