Kathy Koenig
Wright State University
Department of Physics

19 Nov 2007

Title: Effectiveness of recitation teaching methods: Implications for TA
training

Abstract: Results are presented from a comparative study of conceptual
understanding for students who attended recitation classes that used
different teaching methods. Student volunteers from the introductory
calculus-based physics course attended a special recitation class that
was taught using one of four different teaching methods. A total of 272
students were divided into approximately equal groups for each method
and students in each class were taught the same topic, "Changes in
Energy and Momentum," from Tutorials in Introductory Physics[1]. The
teaching methods varied in the amount of student and teacher engagement
and student understanding was evaluated through concept pretests and
posttests. Results demonstrate the importance of the instructor's role
in teaching recitation classes. The most effective teaching method was
for students working in cooperative learning groups with the instructors
questioning the groups using Socratic dialogue. These results provide
guidance and evidence for the teaching methods which should be
emphasized in training teaching assistants (TAs).