Over the past decade, there have been many developments in the methods used to present the subject of physics to students.\u00a0 Some examples of the latest techniques include interactive lecture demonstrations focusing on fundamental principles, student-led workshops, physics through guided inquiry, and an involved process revolving around questions during lecture called Peer Instruction.\u00a0 Some methods, such as the student-led workshops, show no statistical improvement when compared to a more traditional professor-led recitation.\u00a0 However others, in particular Peer Instruction, have been well-received and the students show an increase in how much they learned from the lectures.<\/p>\n
\u00a0\u00a0\u00a0 Our goal is to develop new methods that enhance a student\u2019s ability to learn the subject.\u00a0 One possible idea is to take a group of students who are struggling in one type of learning environment and place them in another to see if the change creates improvement.\u00a0 Also, an attempt will be made to link this learning to what we presently understand from neuroscience research into the brain.<\/p>\n","protected":false},"excerpt":{"rendered":"
Matt Finnerty with Robert BrownOn New Methods to Improve the Way We Learn and Their Relationship to Neuroscience<\/p>\n
Over the past decade, there have been many developments in the methods used to present the subject of physics to students.\u00a0 Some examples of the latest techniques include interactive lecture demonstrations focusing on fundamental principles, student-led workshops, physics through guided inquiry, and an involved process revolving around questions during lecture called Peer Instruction.\u00a0 Some methods, such as the student-led workshops, show no statistical improvement when compared to a more traditional professor-led recitation.\u00a0 However others, in particular Peer Instruction, have been well-received and the students show an increase in how much they learned from the lectures.<\/p>\n