Eric Mazur

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Professor Eric Mazur presents a seminar entitled "Confessions of a converted lecturer." Eric is a Balkanski Professor of Physics and Applied Physics at Harvard University. Eric explains how he has adjusted his approach to teaching and how it has improved his students' performance significantly.

Education

Confessions of a converted lecturer
University of Adelaide
Brisbane, Australia, 19 January 2010

My message
shift focus from “teaching” to helping students learn

Outline
• Education
• Peer Instruction
• Results

Education
lectures focus on delivery of information

Education
education is not just information transfer
25
20
15
10
5
0
252015
score
1050
count
1990
FCI pretest

Education
education is not just information transfer
25
20
15
10
5
0
252015
score
1050
count
1990
FCI posttest

Education
education is not just information transfer
25
20
15
10
5
0
252015
score
1050
count
1990
combined

Education
100
80
60
40
20
changeinscore,Sf–Si(%)
100806040200
initial score, Si (%)
0
1990
combined

Education
100
80
60
40
20
changeinscore,Sf–Si(%)
100806040200
initial score, Si (%)
0
perfect score

Education
100
80
60
40
20
changeinscore,Sf–Si(%)
100806040200
initial score, Si (%)
0
perfect score
R.R. Hake, Am. J. Phys. 66, 64 (1998)

Education
only one quarter of maximum gain realized
100
80
60
40
20
changeinscore,Sf–Si(%)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g =
Sf – Si
1 – Si
R.R. Hake, Am. J. Phys. 66, 64 (1998)

Education
not transfer but assimilation of information is key

Education
conventional problems misleading
12 V
8 V
4
2
6
QP
H

Education
conventional problems misleading
12 V
8 V
4
2
6
QP
H
Calculate:
(a) current in 2-W resistor
(b) potential difference
between P and Q

Education
are the basic principles understood?
S
A
B
C
H

Education
are the basic principles understood?
S
A
B
C
H
When S is closed, what happens to:
(a) intensities of A and B?
(b) intensity of C?
(c) current through battery?
(d) potential difference across
A, B, and C?
(e) the total power dissipated?

Education
0
0
20
40
60
80
2 4 6 8 10
score
count
0
0
20
40
60
80
2 4 6 8 10
score
count
conventional conceptual

Education
0
0
20
40
60
80
2 4 6 8 10
score
average 4.9average 6.9
count
0
0
20
40
60
80
2 4 6 8 10
score
count
conventional conceptual

Education
100
80
60
40
20
conceptualproblem
100806040200
conventional problem
0

Education
100
80
60
40
20
conceptualproblem
100806040200
conventional problem
0
9%
52%
39%

Peer Instruction
Give students more responsibility for gathering information…

Peer Instruction
Give students more responsibility for gathering information…
so we can better help them assimilate it.

Peer Instruction
Main features:
• pre-class reading
• in-class: depth, not ‘coverage’
• ConcepTests

Peer Instruction
ConcepTest:
1. Question
2. Thinking
3. Individual answer
4. Peer discussion
5. Revised/Group answer
6. Explanation

Results
ﬁrst year of implementing PI
25
20
15
10
5
0
252015
score
1050
count
1991
FCI pretest

Results
ﬁrst year of implementing PI
25
20
15
10
5
0
252015
score
1050
count
1991
FCI posttest

Results
ﬁrst year of implementing PI
25
20
15
10
5
0
252015
score
1050
count
1991
combined

Results
100
80
60
40
20
changeinscore,Sf–Si(%)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g =
Sf – Si
1 – Si

Results
100
80
60
40
20
changeinscore,Sf–Si(%)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g =
Sf – Si
1 – Si
R.R. Hake, Am. J. Phys. 66, 64 (1998)

Results
100
80
60
40
20
changeinscore,Sf–Si(%)
100806040200
initial score, Si (%)
0
perfect score
1.00
0.23
g =
Sf – Si
1 – Si
0.48
R.R. Hake, Am. J. Phys. 66, 64 (1998)

Results
25
20
15
10
5
0
1008060
exam score (%)
40200
count
1985
exam scores

Results
25
20
15
10
5
0
1008060
exam score (%)
40200
count
1991
exam scores

Results
25
20
15
10
5
0
1008060
exam score (%)
40200
count
1985/91
exam scores

Summary
So better understanding leads to better
problem solving!

Summary
So better understanding leads to better
problem solving!
(but “good” problem solving doesn’t always
indicate understanding!)

Summary
Traditional indicators of success misleading

Summary
Traditional indicators of success misleading
Education is no longer about information

Funding:
National Science Foundation
for a copy of this presentation:
http://mazur-www.harvard.edu
http://twitter.com/eric_mazur

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