Volume 8, Issue 4, August 2020, Page: 108-113
Review Seminar Based on CRS in Introductory Physics
Yu Jie Chen, College of Physical Science and Technology, Central China Normal University, Wuhan, China
Mi Su, College of Physical Science and Technology, Central China Normal University, Wuhan, China
Zhi Xin Huang, College of Physical Science and Technology, Central China Normal University, Wuhan, China
Received: Aug. 3, 2020;       Accepted: Aug. 18, 2020;       Published: Sep. 8, 2020
DOI: 10.11648/j.sjedu.20200804.13      View  144      Downloads  61
The research on the relationship between the teaching model of seminar and the learning gain of students has been a hot topic for a long time. As the Classroom Response System (CRS) is widely used in interactive teaching environments to attract students by asking questions. This paper takes electromagnetism of introductory physics as an example to study the teaching mode of review seminar based on CRS. Focusing on the necessity of review seminar based on CRS, the teaching efficiency as well as the stability of students' learning effect under this teaching mode, this paper qualitatively discusses the necessity and teaching efficiency of review seminar based on CRS, and quantifies the learning effect of students under this mode from the correct transformation of students' concept and its stability. The results show that the teaching model of seminar based on CRS is suitable for the teaching of problem sets in introductory and has high teaching efficiency. Most of the students have the right change of physics concept after the discussion with their peers, and have stable learning gain. At the end of the paper, we discuss the shortcomings of the research and looks forward to the future research direction.
Classroom Response System, Review Seminar, Introductory Physics
To cite this article
Yu Jie Chen, Mi Su, Zhi Xin Huang, Review Seminar Based on CRS in Introductory Physics, Science Journal of Education. Vol. 8, No. 4, 2020, pp. 108-113. doi: 10.11648/j.sjedu.20200804.13
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Eric Mazur (2009). Farewell, Lecture?. Science. 2: 50-51.
Zhu Hong, Ma Liping and Xiong Yu (2016). Study on the Effect of “Lecture in Large Class and Seminar in Small Class”. China Higher Education Research, 01: 42-47.
M. K. Smith. Why peer discussion improves student performance on in-class concept questions. Science. 2009 (2): 122-124.
Risto Leinonen, Mervi A. Asikainen, and Pekka E. Hirvonen (2017). Peer discussions in lecture-based tutorials in introductory physics. Phys. Rev. Phys. Educ. Res. 13, 010114.
Tolga Gok (2012). The impact of peer instruction on college students’ beliefs about physics and conceptual understanding of electricity and magnetism. International Journal of Science and Mathematics Education, 10, 417–436.
Chen Zhenzhen (2013). Designing and Instructing CRS-based College English Courses-A Case Study Using Socrative. Modern Educational Technology, 23 (10): 87-91.
Kelly Miller, Nathaniel Lasry, Brian Lukoff, Julie Schell, and Eric Mazur (2014). Conceptual question response times in Peer Instruction classrooms. Phys. Rev. ST Phys. Educ. Res. 10, 020113.
Caldwell, J (2007). Clickers in the large classroom: Current research and best-practice tips. Life Sciences Education, (1): 9.
Kelly Miller, Julie Schell, Andrew Ho, Brian Lukoff, and Eric Mazur (2015). Response switching and self-efficacy in Peer Instruction classrooms. Phys. Rev. ST Phys. Educ. Res. 11, 010104.
Lasry, N (2008). Clickers or flashcards: ls there really a difference. Phys. Teacher, 46: 242-244.
N. W. Reay, P. F. Li, L. Bao (2008). Testing a new voting machine question methodology. American Journal of Physics, Vol. 76 (2): 171-178.
He Miaoman, Huang Zhixin and Zhou Dongying (2017). The preliminary study of seminar in college physics class based on cliker. Physics and Engineering, 27 (03): 45-51.
Ryan Sayer, Emily Marshman, and Chandralekha SinghPhys (2016). Case study evaluating Just-In-Time Teaching and Peer Instruction using clickers in a quantum mechanics course. Rev. Phys. Educ. Res. 12, 020133.
Nancy A Burnham, Snehalata V Kadam, Erin DeSilva (2017). In-class use of clickers and clicker tests improve learning and enable instant feedback and retests via automated grading. Phys. Educ. 52 065018.
Neville W. Reay, Lei Bao, Peng fei Li (2005). Toward the effective use of voting machines in physics lectures. Am. J. Phys, 73 (6): 554-558.
Browse journals by subject