Fast feedback in classroom practice

In this article we describe one application of the fast feedback method (see Berg 2003 "Aust. Sci. Teach. J." 28-34) in secondary mechanics education. Two teachers tried out a particular sequence twice, in consecutive years, once with and once without the use of fast feedback. We found the...

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Veröffentlicht in:	Physics education 2009-05, Vol.44 (3), p.246-252
Hauptverfasser:	Emmett, Katrina, Klaassen, Kees, Eijkelhof, Harrie
Format:	Artikel
Sprache:	eng
Schlagworte:	Conventional Instruction Feedback Feedback (Response) Grade 11 High School Students Mechanics (Physics) Motivation Science Instruction Scientific Concepts Secondary School Science Student Participation Teacher Attitudes Teachers Teaching Methods
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description	In this article we describe one application of the fast feedback method (see Berg 2003 "Aust. Sci. Teach. J." 28-34) in secondary mechanics education. Two teachers tried out a particular sequence twice, in consecutive years, once with and once without the use of fast feedback. We found the method to be successful, and the data that we obtained during the sequences provide indications for (a) how the fast feedback approach works compared to the teachers' usual more classical teaching approach, and (b) the teachers' point of view, i.e. motivation for its application but also possible drawbacks or difficulties to bear in mind when considering this approach. (Contains 4 tables and 2 figures.)
doi_str_mv	10.1088/0031-9120/44/3/003
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subjects	Conventional Instruction Feedback Feedback (Response) Grade 11 High School Students Mechanics (Physics) Motivation Science Instruction Scientific Concepts Secondary School Science Student Participation Teacher Attitudes Teachers Teaching Methods
title	Fast feedback in classroom practice
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