Active Learning in Advanced Undergraduate Course of Thermodynamics and Statistical Physics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F17%3A10360556" target="_blank" >RIV/00216208:11320/17:10360556 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.scied.cz/index.php/scied/article/viewFile/722/412" target="_blank" >http://www.scied.cz/index.php/scied/article/viewFile/722/412</a>

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Active Learning in Advanced Undergraduate Course of Thermodynamics and Statistical Physics

Popis výsledku v původním jazyce

In the field of physics education, the last two decades are connected with a shift from teacher-centred traditional approach to student-centred active learning approaches. This contribution describes such a shift in an obligatory undergraduate course of advanced Thermodynamics and Statistical Physics for future physics teachers. Our goals were to verify applicability of active learning methods in the conditions of our faculty, to improve students&apos; habits of regular work during the term and to inspire them as future teachers. The redesigned course was inspired mainly by the Peer Instruction method, enriched by Just-in-Time Teaching technique. While majority of published studies describes these methods when being used in large courses, in this case the whole study group included up to ten students. All the components of the course were designed according to the active learning approach, i.e. not only the instruction itself, but also targeted work with students&apos; motivation, students&apos; preparation for lessons, homework projects and assessment. Up to now, the redesigned course was run three times. Despite increased time demands placed both on students and lecturers, we consider our realization of the course successful - all students were active during lessons, worked on their current level and enhanced their attitudes towards learning. They appreciated the effort to get a deep conceptual insight into the problematics as well as broad variety in instruction and collaborative spirit of lessons.

Název v anglickém jazyce

Active Learning in Advanced Undergraduate Course of Thermodynamics and Statistical Physics

Popis výsledku anglicky

In the field of physics education, the last two decades are connected with a shift from teacher-centred traditional approach to student-centred active learning approaches. This contribution describes such a shift in an obligatory undergraduate course of advanced Thermodynamics and Statistical Physics for future physics teachers. Our goals were to verify applicability of active learning methods in the conditions of our faculty, to improve students&apos; habits of regular work during the term and to inspire them as future teachers. The redesigned course was inspired mainly by the Peer Instruction method, enriched by Just-in-Time Teaching technique. While majority of published studies describes these methods when being used in large courses, in this case the whole study group included up to ten students. All the components of the course were designed according to the active learning approach, i.e. not only the instruction itself, but also targeted work with students&apos; motivation, students&apos; preparation for lessons, homework projects and assessment. Up to now, the redesigned course was run three times. Despite increased time demands placed both on students and lecturers, we consider our realization of the course successful - all students were active during lessons, worked on their current level and enhanced their attitudes towards learning. They appreciated the effort to get a deep conceptual insight into the problematics as well as broad variety in instruction and collaborative spirit of lessons.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Scientia in educatione

ISSN

1804-7106

e-ISSN

—

Svazek periodika

8

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

16

Strana od-do

65-80

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—