English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

We report on a project to introduce interactive learning strategies (ILS) tophysics classes at the Universit\'e Pierre et Marie Curie (UPMC), one of theleading science universities in France. In Spring 2012, instructors in twolarge introductory classes, first-year, second-semester mechanics, andsecond-year introductory E&M, enrolling approximately 500 and 250 studentsrespectively, introduced ILS into some sections of each class. The specific ILSutilized were Think-Pair-Share questions and Peer Instruction in the mainlecture classrooms, and UW Tutorials for Introductory Physics in recitationsections. Pre- and post-instruction assessments (FCI and CSEM respectively)were given, along with a series of demographics questions. We were able tocompare the results of the FCI and CSEM between interactive and non-interactiveclasses taught simultaneously with the same curriculum. We also analyzed finalexam results, as well as the results of student and instructor attitude surveysbetween classes. In our analysis, we argue that Multiple Linear Regressionmodeling is superior to other common analysis tools, including normalized gain.Our results show that ILS are effective at improving student learning by allmeasures used: research-validated concept inventories and final exam scores, onboth conceptual and traditional problem-solving questions. Multiple LinearRegression analysis reveals that interactivity in the classroom is asignificant predictor of student learning, showing a similar or strongerrelationship with student learning than such ascribed characteristics asparents' education, and achieved characteristics such as GPA and hours studiedper week. Analysis of student and instructors attitudes shows that both groupsbelieve that ILS improve student learning in the physics classroom, andincreases student engagement and motivation.

Introduction of interactive learning into French university physics classrooms