Interactive teaching methods significantly improved attendance and doubled both engagement and learning in a large physics class, according to a University of British Columbia study published today in Science.
Led by Louis Deslauriers, a post-doctoral researcher at UBC's Carl Wieman Science Education Initiative (CWSEI), the study compared the amount of learning students experienced when taught – in three hours over one week – by traditional lecture and by using interactive activities based on research in cognitive psychology and physics education.