This chapter is about students listening to podcasts before lectures to help them understand conceptually difficult topics in elementary undergraduate physics. We carried out a controlled experiment to assess the podcasts’ effectiveness by follow-up in-lecture questions. Student responses to these questions were recorded using personal response system handsets. We found that their listening to the podcasts had a small, yet consistent, positive influence on the proportion of students answering correctly a series of conceptual questions. We discuss using such strategies in undergraduate science teaching, and the outlook for them.
|
