Presentations

Most introductory undergraduate science courses are taught in large lectures. Although an efficient use of instructor time, passive lectures rarely challenge students to think critically in class, often reinforcing the common expectation that learning science amounts to acquiring information. Many students respond by memorizing facts or formulas without understanding the fundamental concepts. To actively engage students during class and focus their attention on underlying concepts, we have developed a student-centered approach to teaching large courses, Peer Instruction. Lectures are... Read more about Peer Instruction: Getting Students to Think in Class

Most introductory undergraduate science courses are taught in large lectures. Although an efficient use of instructor time, passive lectures rarely challenge students to think critically in class, often reinforcing the common expectation that learning science amounts to acquiring information. Many students respond by memorizing facts or formulas without understanding the fundamental concepts. To actively engage students during class and focus their attention on underlying concepts, we have developed a student-centered approach to teaching large courses, Peer Instruction. Lectures are... Read more about Peer Instruction: Getting Students to Think in Class

Most introductory undergraduate science courses are taught in large lectures. Although an efficient use of instructor time, passive lectures rarely challenge students to think critically in class, often reinforcing the common expectation that learning science amounts to acquiring information. Many students respond by memorizing facts or formulas without understanding the fundamental concepts. To actively engage students during class and focus their attention on underlying concepts, we have developed a student-centered approach to teaching large courses, Peer Instruction. Lectures are... Read more about Peer Instruction: Getting Students to Think in Class