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Does using active learning in thermodynamics lectures improve students\u27 conceptual understanding and learning experiences?

机译：在热力学讲座中使用主动学习会提高学生的概念理解和学习体验吗？

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Encouraging \u27active learning\u27 in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the \u27active learning\u27 meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the \u27high gain\u27 range for the ILD streams and \u27medium gain\u27 for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students\u27 conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures.
机译：在大型演讲厅中鼓励积极学习已成为改善大学课程的可靠建议，报告通常显示出学习成果的显着改善。但是，这些建议主要基于力学方面的研究。我们着手研究一种大型的第一学年物理课程的热力学模块中的那些主张，并采用一种称为交互式演讲示范（ILD）的既定技术。该研究在悉尼大学进行，在那里将热力学模块的四个平行流分为经历ILD的两个流和未经历ILD的两个流。该计划于2011年首次实施，以获取经验和完善后勤事务，2012年再次实施，约有500名学生。经过验证的调查（热概念调查）被用作测试前和测试后的学习成果，而调查和访谈则提供了洞悉主动学习对学生体验的意义的见解。我们分析了演讲录音，以捕获在演讲中用于各种活动（包括互动性）的时间。 ILD流的学习增益为\ u27high增益，其他流的学习增益为\ u27medium增益。对讲课记录的分析表明，ILD流将大量的时间用于互动，而调查和访谈表明，ILD流中的学生正在深入思考。我们的研究表明，ILD可以改变学生的概念理解以及他们的经历，证明了通过积极学习来增强讲座可以提供潜在的附加值。

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