[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.aux description.tex
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/modules/gerd/roleclicker description.aux description.tex
Log:
PI is Principal Investigator at NSF
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Index: modules/gerd/roleclicker/description.aux
diff -u modules/gerd/roleclicker/description.aux:1.15 modules/gerd/roleclicker/description.aux:1.16
--- modules/gerd/roleclicker/description.aux:1.15 Thu May 12 11:06:05 2005
+++ modules/gerd/roleclicker/description.aux Thu May 12 11:10:55 2005
@@ -37,23 +37,28 @@
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\@writefile{toc}{\contentsline {subsubsection}{\numberline {2.3.3}Procedure}{8}}
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+\@writefile{lof}{\contentsline {figure}{\numberline {5}{\ignorespaces Pre- and post-scores on the Force Concept Inventory of three courses at Harvard.}}{9}}
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+\@writefile{toc}{\contentsline {subsection}{\numberline {4.3}Computer-Guided Group Formation}{12}}
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+\@writefile{toc}{\contentsline {section}{\numberline {5}Dissemination}{14}}
+\@writefile{lot}{\contentsline {table}{\numberline {3}{\ignorespaces Proposed timeline by year and institution}}{15}}
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\@writefile{toc}{\contentsline {subsection}{\numberline {5.1}Commodization Phase}{15}}
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-\@writefile{toc}{\contentsline {section}{\numberline {6}Timeline}{16}}
-\@writefile{toc}{\contentsline {subsection}{\numberline {6.1}Year 1}{16}}
+\@writefile{toc}{\contentsline {section}{\numberline {6}Timeline}{15}}
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-\@writefile{toc}{\contentsline {section}{\numberline {8}Results from Prior NSF Support}{17}}
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\bibcite{aapt}{1}
\bibcite{EBAPS}{2}
\bibcite{MPEX}{3}
Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.23 modules/gerd/roleclicker/description.tex:1.24
--- modules/gerd/roleclicker/description.tex:1.23 Thu May 12 11:06:05 2005
+++ modules/gerd/roleclicker/description.tex Thu May 12 11:10:55 2005
@@ -211,7 +211,7 @@
Table~\ref{table:examples} shows examples of contributions from the study on online discussions~\cite{discpaper} and their classification.
\begin{table}
\caption{Examples of discussion contribution types and features~\cite{discpaper}.\label{table:examples}}
-\footnotesize
+\scriptsize
\begin{tabular}{l|p{3.2cm}|p{3.2cm}|p{3.2cm}|p{3.2cm}}
&Unrelated&Solution&Math&Physics\\\hline
Emotional&
@@ -408,29 +408,29 @@
a better learning environment, leading to an increase in student satisfaction and better academic
performance.
-Peer-instruction (PI) is a promising method for affecting fundamental, systemic
+Peer-instruction is a promising method for affecting fundamental, systemic
improvement in
science education \cite{mref21,mref22,mref23}.
It demands that students think critically about the material and participate actively in the learning
process; in addition, it uncovers student misunderstandings in real time so that they can be identified and
-corrected at once. PI is also particularly efficient because it helps those who
+corrected at once. peer-instruction is also particularly efficient because it helps those who
get the answer right as well
as those who get it wrong. Students answering correctly improve their own understanding by explaining
CTs to others (consistent with research that shows high-ability students benefit from collaboration
\cite{mref25,mref26}), and students answering incorrectly benefit from individualized explanations and the opportunity
to ask follow-up questions of their classmates.
-Our ten years of experience with PI, as well as feedback from about 400 other instructors who
+Our ten years of experience with peer-instruction, as well as feedback from about 400 other instructors who
have used peer-instruction~\cite{mref27}, indicate that it is a successful way to actively engage students in large classes.
-Moreover, actively engaging students during class with a method such as PI leads to significant gains in
+Moreover, actively engaging students during class with a method such as peer-instruction leads to significant gains in
conceptual understanding, as measured with standard conceptual instruments. Students in our calculusbased
introductory physics course achieve Force Concept Inventory gains that are roughly twice those of
students in the same course taught traditionally, a level of improvement typical of a variety of interactive
engagement strategies in physics~\cite{mref28}. Students also show comparable or improved quantitative problemsolving
skills, despite a reduced emphasis on problems in class~\cite{mref11,mref12}.
Research on collaborative education nearly universally indicates that collaborative work is more
-effective than passive learning. Our experiences with PI, as well as those of many others, who have
-responded to our survey, show PI to be an effective collaborative approach to learning.
+effective than passive learning. Our experiences with peer-instruction, as well as those of many others, who have
+responded to our survey, show peer-instruction to be an effective collaborative approach to learning.
\section{Materials Devolopment}\label{matdev}
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