
Socratic Dialog Inducing Laboratories
Developed by: Richard Hake
Level









middle schoolhigh schoolintro collegeinter-mediateupper levelgrad school other

calc based

alg based

conceptual










middle schoolhigh schoolintro collegeinter-mediateupper levelgrad school other

calc based

alg based

conceptual
Topics


Setting






Overview
What? Guided-inquiry, introductory mechanics labs designed to promote students' mental construction of concepts through conceptual conflict, kinesthetic involvement, analysis of experiments in multiple ways with increasing levels of sophistication, peer discussion, and Socratic dialogue with instructors.
Student skills developed
Designed for:
- Conceptual understanding
- Lab skills
- Making real-world connections
- Using multiple representations
Can be adapted for:
- Problem-solving skills
- Metacognition
Instructor effort required
- High
Resources required
- TAs / LAs
- Advanced lab equipment
- Tables for group work
Resources
Developer's website: Socratic Dialog Inducing Laboratories
Intro Article: R. Hake, Helping Students to Think Like Scientists in Socratic Dialogue-Inducing Labs, Phys. Teach. 50 (1), 48 (2012).
Research
RESEARCH VALIDATION

This is the third highest level of research validation, corresponding to:
- at least 1 of the "based on" categories
- at least 1 of the "demonstrated to improve" categories
- at least 1 of the "studied using" categories
Research Validation Summary
Based on Research Into:
- theories of how students learn
- student ideas about specific topics
Demonstrated to Improve:
- conceptual understanding
- problem-solving skills
- lab skills
- beliefs and attitudes
- attendance
- retention of students
- success of underrepresented groups
- performance in subsequent classes
Studied using:
- cycle of research and redevelopment
- student interviews
- classroom observations
- analysis of written work
- research at multiple institutions
- research by multiple groups
- peer-reviewed publication
References
- R. Hake, Promoting student crossover to the Newtonian world, Am. J. Phys. 55 (10), 878 (1987).
- R. Hake, Socratic pedagogy in the introductory physics laboratory, Phys. Teach. 30 (9), 546 (1992).
- R. Hake, Interactive-engagement methods in introductory mechanics courses, 1998.
- R. Hake, Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses, Am. J. Phys. 66 (1), 64 (1998).
- S. Tobias and R. Hake, Professors as physics students: What can they teach us?, Am. J. Phys. 56 (9), 786 (1988).