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4222 Redish 07 UMD Physics(4222 Redish 07年UMD物理)
CHAPTER 7
Lecture-Based Methods
When I, sitting, heard the astronomer,
where he lectured with such applause in the lecture room,
How soon, unaccountable, I became tired and sick;
Till rising and gliding out, I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
Walt Whitman
Most of the introductory physics classes in the United States rely heavily on the tradi-
tional lecture. Research has rather broadly shown (see, e.g. [Thornton 1990]) that lec-
tures, even when given by good lecturers, have limited success in helping students make
sense of the physics they are learning. Good lectures can certainly help motivate stu-
dents, though, as I discuss in chapter 3, lecturers often don’t know how to help students
convert that motivation to solid learning.
Even in a traditional class with a large number of students, there are some things
you can do to get your students more engaged during a lecture. Unfortunately, some of
the “obvious” things that both Sagredo and I have tried to do in lecture—such as ask-
ing rhetorical questions, asking them to think about something I’ve said, telling them to
make a prediction befor
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