Fast feedback in classroom practice

Abstract

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.