Collaborative Research: Modeling Physics in an Integrated Physics Course for Biologists

合作研究：生物学家综合物理课程中的物理建模

• 批准号: 0737458
• 负责人: Dawn Meredith
• 金额: $ 13.66万
• 依托单位: University of New Hampshire
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-01 至 2012-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0737458&HistoricalAwards=false
• 关键词: Collaborative; Research; Modeling; Physics; Integrated

Physics (13) This project is developing, pilot-testing, and assessing a full-year algebra-based introductory physics course for life science majors, integrating advances in physics education research with a deeply interdisciplinary life science focus. In addition, the course is designed to reinforce basic mathematical concepts to strengthen students' quantitative skills. Intellectual Merit: The U.S. faces a critical need for better and more innovative STEM education. One major challenge is preparing students to learn, work, and collaborate across traditional disciplines; another is ensuring that they have the necessary conceptual and mathematical competencies to do so. A team of PIs from physics, mathematics and biology is collaborating closely to develop a new course to meet these challenges. The PIs are building on proven approaches in physics instruction such as Modeling Instruction (Arizona State University) and Learning How to Learn Science (University of Maryland). They are combining these pedagogical strategies with their own experience in teaching integrative courses that bridge physics, mathematics, and biology. Through a combination of proven pedagogy and biologically-motivated content, they are developing a course that better addresses the needs of students at the University of New Hampshire (UNH) and the University of New England (UNE), and also serves as a model for similar collaborative efforts at other institutions. Broader Impacts: Curricular materials (labs, concept tests, interactive lecture demonstrations, homework, and test questions) are being developed, based on best practices, for the algebra-based introductory physics course for life scientists. These materials will be shared at national conferences in physics, biology and mathematics and will be available on the web. The course is also a model for transforming a traditional, single-discipline course to a broader, interdisciplinary course. This approach provides opportunities for genuine innovation without requiring simultaneous reorganization of curricula (such as changing major requirements). This project provides life science majors with a strong and thoroughly integrated background in physics through a course designed to fit their needs. At the same time, it serves the broader student population taking it as a general education requirement. In particular, the emphasis on learning how to learn and on synthesizing qualitative and quantitative approaches is of value to all students.

物理学（13）该项目正在开发，试点测试和评估一项基于代数的生命科学专业的全年介绍性物理学课程，将物理教育研究的进步与深度跨学科的生活科学重点相结合。此外，该课程旨在加强基本的数学概念，以增强学生的定量技能。知识分子的优点：美国面临着对更好，更具创新性的STEM教育的迫切需求。一个主要的挑战是使学生在传统学科的学习，工作和合作做好准备。另一个是确保他们具有必要的概念和数学能力。来自物理，数学和生物学的PI团队正在密切合作，以开发一门新课程来应对这些挑战。 PI是基于诸如建模教学（亚利桑那州立大学）和学习如何学习科学（马里兰州大学）的物理教学方法的良好方法的基础。他们将这些教学策略与自己在教授综合课程的经验相结合，这些课程桥接物理，数学和生物学。通过久经考验的教学法和生物学动机的内容的结合，他们正在开发一门课程，可以更好地解决新罕布什尔大学（UNH）和新英格兰大学（UNE）的学生需求，并为其他机构的类似协作努力提供了模型。更广泛的影响：基于最佳实践的课程材料（实验室，概念测试，互动演示，家庭作业和测试问题）正在为基于代数的基于代数的生命科学家的物理学课程而开发。这些材料将在物理，生物学和数学的国家会议上共享，并将在网络上提供。该课程也是将传统的单学课程转换为更广泛的跨学科课程的模型。这种方法为真正的创新提供了机会，而无需同时重新组织课程（例如改变主要要求）。 该项目通过旨在满足其需求的课程为生命科学专业的专业专业的物理学背景提供了强大而彻底整合的背景。同时，它为更广泛的学生群体服务于普通教育要求。特别是，强调学习如何学习和综合定性和定量方法对所有学生都是有价值的。