PECASE: Research on Students' Mental Models, Learning and Transfer as a Guide to Application-Based Curriculum Development and Instruction in Physics

PECASE：学生心理模型、学习和迁移的研究作为物理应用型课程开发和教学的指南

• 批准号: 0133621
• 负责人: N. Sanjay Rebello
• 金额: --
• 依托单位: Kansas State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-03-15 至 2008-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0133621&HistoricalAwards=false
• 关键词: PECASE; Research; Students; Mental; Models

Proposal Title: PECASE: Research on Students' Mental Models, Learning and Transfer as a Guide to Application-Based Curriculum Development and Instruction in PhysicsInstitution: Kansas State UniversityThe development of student's mental models has not been studied extensively in Physics education research. Initial evidence indicating that mental models and their application are strongly context dependent is particularly relevant to application-based curriculum. In this PECASE project, I investigate students' mental models of real-world devices, how these models evolve through instruction, and whether they transfer across contexts. Next, I utilize my research results to develop application-based curriculum, organized into versatile weeklong instructional modules that are pilot-tested in introductory classes that I teach. I assess the impact of the model development on the students, as well as issues of transfer of learning from one context to another. As a spin-off from this investigation, I develop instruments that are transferable to other research on student mental model development. This research is also integrated into a graduate level course that I team-teach. The course focuses on current Trends and issues in physics education research. Students in this course are involved in my research through a capstone project in this course. Two experienced faculty members facilitate my professional development through the project. A pioneer in physics education and head of the department mentors my growth as a researcher and teacher in the graduate course. An award-winning teacher at the introductory undergraduate level mentors my pilot testing of the application-based curricula in the introductory courses that I teach. Overall this project builds a strong foundation for a lifetime of contributions to research and education in physics pedagogy.This project was originally funded as a CAREER award, and was converted to a Presidential Early Career Award for Engineers and Scientists (PECASE) award in May 2004.

提案标题：PECASE：对学生心理模型、学习和迁移的研究，作为物理应用型课程开发和教学的指南机构：堪萨斯州立大学学生心理模型的发展在物理教育研究中尚未得到广泛研究。初步证据表明，心理模型及其应用具有很强的情境依赖性，这与基于应用的课程尤其相关。在这个 PECASE 项目中，我调查了学生对现实世界设备的心理模型，这些模型如何通过教学演变，以及它们是否跨环境转移。接下来，我利用我的研究成果开发基于应用的课程，将其组织成为期一周的多功能教学模块，并在我教授的入门课程中进行试点测试。我评估模型开发对学生的影响，以及将学习从一种环境转移到另一种环境的问题。作为这项调查的副产品，我开发了可转移到有关学生心智模型发展的其他研究的工具。这项研究也被纳入我团队教授的研究生课程中。该课程重点关注物理教育研究的当前趋势和问题。本课程的学生通过本课程的顶点项目参与我的研究。两位经验丰富的教员通过该项目促进我的专业发展。物理教育的先驱和系主任指导我作为研究生课程的研究员和教师的成长。一位本科生入门级获奖教师指导我在我所教授的入门课程中对基于应用的课程进行试点测试。总体而言，该项目为一生对物理教育学研究和教育的贡献奠定了坚实的基础。该项目最初是作为职业奖资助的，并于 2004 年 5 月转换为工程师和科学家总统早期职业奖 (PECASE) 奖。