CANCELLED: Is “interactive” teaching sufficient to promote conceptual development?

The talk by Professor Paula Heron, University of Washington, is unfortunately cancelled. We hope to host Dr. Heron another time.

Dr. Heron is one of the most prominent scholars of physics education. She holds a B.Sc. and an M.Sc. in physics from the University of Ottawa and a Ph.D. in theoretical physics from Western University.  She joined the Physics Department at the University of Washington in 1995.  Dr. Heron's research focuses on the development of conceptual understanding in topics including mechanics, electricity and magnetism, and thermal physics and on the development of formal reasoning skills.  

Title

Is “interactive” teaching sufficient to promote conceptual development?

Abstract

Over the past few decades, systematic research has shown that many physics students express essentially the same (incorrect) ideas both before and after instruction.  It is frequently assumed that these ideas can be identified by research and then addressed through “interactive” teaching approaches such as hands-on activities and small-group collaborative work. 

In many classrooms, incorrect ideas are elicited, their inadequacy is exposed, and students are guided in reconciling their prior knowledge with the formal concepts of the discipline. Variations of this strategy have proven fruitful in science instruction at all levels from elementary through graduate school. 

However, this summary greatly over-simplifies the use of students’ ideas as the basis for effective instructional strategies. Examining what students have actually learned after using research-based curriculum is essential for improving the curriculum and validating its effectiveness.