Speaker
Description
The sandwich principle [1] was applied to a basic mechanics class in the sense of alternating individual and collective learning phases. This principle was implemented using two smartphone experiments [2] during the lecture: one experiment for static friction and one for the acceleration of tubes with different wall thicknesses. With the aim for a more learner-centered lecture, the individual learning phases started with an application of the basic mechanics principles to the experimental problem and were followed by a Think-Pair-Share period. During the subsequent collective phase, student groups carried out experiments with their own smartphones. The results were collected and written into the lecture slides, closing with a discussion of the theory and experimental features. The intended taxonomy levels have been applied and analyzed.
Measures are presented from surveys, comparing the test lecture (n = 139 students participated in the survey) with the previous year’s results (n = 234). The lectures of both years shared the same lecturer, content, slides and examination type. A slight improvement could be observed from the overall ratings, most notably with respect to the use of media, the motivation to deal with the subject of the lecture, motivation for the content, a stimulating working atmosphere, and the qualification and learning success.
From the view of student activation and participation, the static friction experiment performed better in terms of the number of activated students. Its quick and easy implementation (sticking vs. sliding smartphone at different desk angles) yielded high accessibility. The dynamics experiment with accelerating tubes required a longer experimental time on-site or at home between lectures. It is assumed to be a reason for less experimental participation, whereas the students sill actively participated during the final collective discussion. Future implementations are planned with a lower threshold for experimental on-site participation.
Literature:
[1] A Bock, B Idzko-Siekermann, M Lemos, K Kniha, S C Möhlhenrich, F Peters, F Hölzle and A Modabber: “The Sandwich principle: assessing the didactic effect in lectures on ‘cleft lips and palates’”. BMC Medical Education 20:310 (2020). DOI 10.1186/s12909-020-02209-y
[2] S Staacks, D Dorsel, S Hütz, F Stallmach, T Splith, H Heinke and C Stampfer: “Collaborative smartphone experiments for large audiences with phyphox”. European Journal of Physics 43:055702 (2022). DOI 10.1088/1361-6404/ac7830
