Conveners
Parallel oral presentations COGN: Parallel oral presentations 522 COGN
- Drew Rosen (University of Edinburgh)
This study investigated the impact of a single video lesson with a spaced learning inputs and timed distraction breaks on students learning of a novel physics topic: atomic structure and nuclear decay. Among 336 students aged 14-16, those receiving SL video lessons alone showed comparable results to traditional teaching in separate science physics. However, using SL in addition to traditional...
A new inquiry-based teaching sequence on energy was developed by the authors with the aim to improve Croatian secondary students’ (aged 15-16 years) understanding of the basic concepts related to energy (such as work, kinetic, elastic, gravitational and internal energy) as well as their ability to apply the law of energy conservation. The sequence is designed for ten teaching periods and will...
Physics problems both found in classroom settings and encountered in real world scenarios can often include extraneous or unnecessary information. If the information is salient, it can capture attention potentially driving the problem solver towards an incorrect solution. To understand the role of such features in physics questions, we have tasked undergraduate students with solving one of...