The use of active learning strategies in the instruction of Reactor Physics concepts

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Description

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required ... continued below

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15 p.

Creation Information

Robinson, Michael A. January 1, 2000.

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This article is part of the collection entitled: Office of Scientific & Technical Information Technical Reports and was provided by UNT Libraries Government Documents Department to Digital Library, a digital repository hosted by the UNT Libraries. More information about this article can be viewed below.

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  • Bettis Atomic Power Laboratory
    Publisher Info: Bettis Atomic Power Lab., West Mifflin, PA (United States)
    Place of Publication: West Mifflin, Pennsylvania

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Description

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

Physical Description

15 p.

Notes

INIS; OSTI as DE00755354

Medium: P; Size: 15 pages

Source

  • Physor 2000 Topical Meeting Sponsored by the American Nuclear Society, Reactor Physics Division, Pittsburgh, PA (US), 05/07/2000--05/11/2000

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  • Report No.: B-T-3305
  • Grant Number: AC11-98PN38206
  • Office of Scientific & Technical Information Report Number: 755354
  • Archival Resource Key: ark:/67531/metadc710238

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  • January 1, 2000

Added to The UNT Digital Library

  • Sept. 12, 2015, 6:31 a.m.

Description Last Updated

  • April 7, 2017, 3:12 p.m.

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Robinson, Michael A. The use of active learning strategies in the instruction of Reactor Physics concepts, article, January 1, 2000; West Mifflin, Pennsylvania. (digital.library.unt.edu/ark:/67531/metadc710238/: accessed September 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT Libraries Government Documents Department.