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.
| Published in | Science Journal of Education (Volume 8, Issue 4) |
| DOI | 10.11648/j.sjedu.20200804.13 |
| Page(s) | 108-113 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Classroom Response System, Review Seminar, Introductory Physics
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APA Style
Yu Jie Chen, Mi Su, Zhi Xin Huang. (2020). Review Seminar Based on CRS in Introductory Physics. Science Journal of Education, 8(4), 108-113. https://doi.org/10.11648/j.sjedu.20200804.13
ACS Style
Yu Jie Chen; Mi Su; Zhi Xin Huang. Review Seminar Based on CRS in Introductory Physics. Sci. J. Educ. 2020, 8(4), 108-113. doi: 10.11648/j.sjedu.20200804.13
AMA Style
Yu Jie Chen, Mi Su, Zhi Xin Huang. Review Seminar Based on CRS in Introductory Physics. Sci J Educ. 2020;8(4):108-113. doi: 10.11648/j.sjedu.20200804.13
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Download@article{10.11648/j.sjedu.20200804.13,
author = {Yu Jie Chen and Mi Su and Zhi Xin Huang},
title = {Review Seminar Based on CRS in Introductory Physics},
journal = {Science Journal of Education},
volume = {8},
number = {4},
pages = {108-113},
doi = {10.11648/j.sjedu.20200804.13},
url = {https://doi.org/10.11648/j.sjedu.20200804.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20200804.13},
abstract = {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.},
year = {2020}
}
TY - JOUR T1 - Review Seminar Based on CRS in Introductory Physics AU - Yu Jie Chen AU - Mi Su AU - Zhi Xin Huang Y1 - 2020/09/08 PY - 2020 N1 - https://doi.org/10.11648/j.sjedu.20200804.13 DO - 10.11648/j.sjedu.20200804.13 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 108 EP - 113 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20200804.13 AB - 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. VL - 8 IS - 4 ER -
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