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A flipped-classroom pilot in a spectroscopy course for undergraduates
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| Zeitschriftentitel: | Journal of Physics: Conference Series |
|---|---|
| Personen und Körperschaften: | , |
| In: | Journal of Physics: Conference Series, 1286, 2019, 1, S. 012017 |
| Format: | E-Article |
| Sprache: | Unbestimmt |
| veröffentlicht: |
IOP Publishing
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| Schlagwörter: |
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Montalbano, V Marinelli, C Montalbano, V Marinelli, C |
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Montalbano, V Marinelli, C |
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Montalbano, V Marinelli, C Journal of Physics: Conference Series A flipped-classroom pilot in a spectroscopy course for undergraduates General Physics and Astronomy |
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Montalbano, V Marinelli, C 1742-6588 1742-6596 IOP Publishing General Physics and Astronomy http://dx.doi.org/10.1088/1742-6596/1286/1/012017 <jats:title>Abstract</jats:title> <jats:p>In order to promote problem-based and active learning in the physics laboratory, we designed a flipped classroom focused on the Franck-Hertz experiment. The flipped classroom approach moves course content from the classroom to homework and uses class time for engaging activities and problem solving. This constructivist approach to teaching is an effective means of student-centred collaboration and it can promote active learning, enhance the critical thinking and obtain the maximum use of student-faculty time together. We report preliminary results of the flipped classroom approach to a laboratory and how it worked in the context of a small group of students in a physics course.</jats:p> A flipped-classroom pilot in a spectroscopy course for undergraduates Journal of Physics: Conference Series |
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A flipped-classroom pilot in a spectroscopy course for undergraduates |
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A flipped-classroom pilot in a spectroscopy course for undergraduates |
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A flipped-classroom pilot in a spectroscopy course for undergraduates |
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A flipped-classroom pilot in a spectroscopy course for undergraduates |
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A flipped-classroom pilot in a spectroscopy course for undergraduates |
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a flipped-classroom pilot in a spectroscopy course for undergraduates |
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General Physics and Astronomy |
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<jats:title>Abstract</jats:title>
<jats:p>In order to promote problem-based and active learning in the physics laboratory, we designed a flipped classroom focused on the Franck-Hertz experiment. The flipped classroom approach moves course content from the classroom to homework and uses class time for engaging activities and problem solving. This constructivist approach to teaching is an effective means of student-centred collaboration and it can promote active learning, enhance the critical thinking and obtain the maximum use of student-faculty time together. We report preliminary results of the flipped classroom approach to a laboratory and how it worked in the context of a small group of students in a physics course.</jats:p> |
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| description | <jats:title>Abstract</jats:title> <jats:p>In order to promote problem-based and active learning in the physics laboratory, we designed a flipped classroom focused on the Franck-Hertz experiment. The flipped classroom approach moves course content from the classroom to homework and uses class time for engaging activities and problem solving. This constructivist approach to teaching is an effective means of student-centred collaboration and it can promote active learning, enhance the critical thinking and obtain the maximum use of student-faculty time together. We report preliminary results of the flipped classroom approach to a laboratory and how it worked in the context of a small group of students in a physics course.</jats:p> |
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| spelling | Montalbano, V Marinelli, C 1742-6588 1742-6596 IOP Publishing General Physics and Astronomy http://dx.doi.org/10.1088/1742-6596/1286/1/012017 <jats:title>Abstract</jats:title> <jats:p>In order to promote problem-based and active learning in the physics laboratory, we designed a flipped classroom focused on the Franck-Hertz experiment. The flipped classroom approach moves course content from the classroom to homework and uses class time for engaging activities and problem solving. This constructivist approach to teaching is an effective means of student-centred collaboration and it can promote active learning, enhance the critical thinking and obtain the maximum use of student-faculty time together. We report preliminary results of the flipped classroom approach to a laboratory and how it worked in the context of a small group of students in a physics course.</jats:p> A flipped-classroom pilot in a spectroscopy course for undergraduates Journal of Physics: Conference Series |
| spellingShingle | Montalbano, V, Marinelli, C, Journal of Physics: Conference Series, A flipped-classroom pilot in a spectroscopy course for undergraduates, General Physics and Astronomy |
| title | A flipped-classroom pilot in a spectroscopy course for undergraduates |
| title_full | A flipped-classroom pilot in a spectroscopy course for undergraduates |
| title_fullStr | A flipped-classroom pilot in a spectroscopy course for undergraduates |
| title_full_unstemmed | A flipped-classroom pilot in a spectroscopy course for undergraduates |
| title_short | A flipped-classroom pilot in a spectroscopy course for undergraduates |
| title_sort | a flipped-classroom pilot in a spectroscopy course for undergraduates |
| title_unstemmed | A flipped-classroom pilot in a spectroscopy course for undergraduates |
| topic | General Physics and Astronomy |
| url | http://dx.doi.org/10.1088/1742-6596/1286/1/012017 |