APS
2022 APS Annual Convention · 2022
Who Benefits from Exploring Novel Problems before Instruction? Comparing Student Samples in Undergraduate Physics.
- Raina Isaacs
University of Louisville - Campbell Bego
University of Louisville - Raymond Chastain
University of Louisville - Tucker Stantliff
University of Louisville - Marci DeCaro
University of Louisville
Abstract
This research investigated learning benefits of exploratory learning in remote undergraduate physics courses. Students were randomly assigned to complete an activity either before (explore-first condition) or after instruction (instruct-first condition). Pre-health students (Study 1) benefitted from exploration (activity before instruction), whereas Engineering/Physics students (Study 2) learned well in both conditions.
Studying and Learning
