Journal
SCIENCE
Volume 332, Issue 6031, Pages 862-864Publisher
AMER ASSOC ADVANCEMENT SCIENCE
DOI: 10.1126/science.1201783
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Funding
- University of British Columbia through the Carl Wieman Science Education Initiative
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We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction.
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