Transforming Modeling Instruction: Developing Curriculum Materials for Faculty Adoption

转变建模教学：开发供教师采用的课程材料

• 批准号: 1140706
• 负责人: Eric Brewe
• 金额: $ 20万
• 依托单位: Florida International University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-15 至 2017-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1140706&HistoricalAwards=false
• 关键词: Transforming; Modeling; Instruction; Developing; Curriculum

This project is developing a comprehensive set of learning materials to implement Modeling Instruction in introductory university mechanics in order to enable faculty at other universities to adopt Modeling Instruction. Modeling Instruction for Universities (MI-U) has transformed Florida International University's (FIU's) introductory physics sequence over the past 8 years, as evidenced by significantly improved conceptual understanding, a reduction of the DFW rate in introductory physics, and an increase in favorable attitudes as measured by the CLASS. MI-U is also one of several coordinated efforts that has contributed to a large increase in the number of intended and declared physics majors.MI-U is distinct from other course transformations in introductory physics because the content of the course is organized around the fundamental models in physics and implements an explicit Nature of Science theme. MI-U engages students as scientists by replicating the model-building and model-based reasoning experiences of practicing scientists. MI-U incorporates Modeling Discourse Management (MDM), which is a set of tools for structuring student-centered discourse that is essential for promoting student-centered instruction. Further, MI-U has evidence to support the claim that the MI-U learning environment is inclusively supportive of students from historically underrepresented groups. Materials developed include: in-class labs and worksheets to enable model development, homework and assessment activities, and instructor implementation materials (including a comprehensive teaching guide and video training library). The project is augmenting the existing collection of student activities and teacher notes and transforming the materials into a collection suitable for dissemination to adopting faculty. There is also a video library of student learning episodes so that faculty may easily envision and model the pedagogical approach. The project is developing the complete curriculum for the first semester of introductory physics, provided online in an editable format. Local dissemination is supported, in part, through the HHMI FIU Faculty Scholars project. National dissemination is through partnerships with established physics reform networks including PhysTEC and the AAPT/APS/AIP New Faculty Workshops, as well as through conferences. Intellectual Merit: The intellectual merit is to create dissemination-ready learning materials that enable faculty to adopt and implement Modeling Instruction that has been shown to establish an inclusive learning environment. Students in MI-U courses have shown improved content knowledge, better attitudes toward learning science, and improved success rates. These materials draw on the broad knowledge base of research on teaching and learning and many years of implementation experience by the project team. The project is also continuing to advance the knowledge base in physics education research through peer-reviewed research publications. Broader Impacts: The broad impacts of this project are to establish, for wide adoption, Modeling Instruction learning materials which have been shown to be effective at creating supportive, inclusive learning environments with historically underrepresented student groups. In partnership with the Director of Education and Diversity at the American Physical Society, the course materials are being distributed to faculty at AAPT-APS-AIP-sponsored New Faculty Workshops. These workshops have a demonstrated record of success of faculty implementing reformed teaching practices, and thus the MI-U curriculum materials can reach a broad base of new faculty impacting large numbers of students.

该项目正在开发一系列全面的学习材料，以在介绍性大学力学中实施建模教学，以便使其他大学的教师能够采用建模教学。在过去的8年中，大学（MI-U）的建模教学（MI-U）改变了佛罗里达国际大学（FIU）的入门物理学序列，这是通过同类衡量的概念理解的显着改善，在入门物理学中的降低，对DFW降低的降低，以及同类衡量的有利态度的提高。 Mi-U也是几项协调的努力之一，它导致了预期和声明的物理专业的数量大幅增加。MI-U与入门物理学的其他课程转型不同，因为该课程的内容围绕物理学的基本模型组织，并实现了科学主题的明确性质。 Mi-U通过复制实践科学家的模型建设和基于模型的推理经验来吸引学生作为科学家。 Mi-U合并建模话语管理（MDM），这是一组以学生为中心的话语的工具，对于促进以学生为中心的教学至关重要。此外，MI-U有证据支持这一说法，即MI-U学习环境包括历史上代表性不足的群体的学生。开发的材料包括：课堂内实验室和工作表，以实现模型开发，家庭作业和评估活动，以及讲师实施材料（包括全面的教学指南和视频培训库）。该项目正在扩大现有的学生活动和教师笔记的收集，并将材料转换为适合传播教师的集合。还有一个学生学习情节的视频库，以便教师可以轻松设想和建模教学方法。该项目正在为入门物理学的第一学期开发完整的课程，并以可编辑的格式在线提供。通过HHMI FIU学者项目部分支持当地的传播。全国传播是通过与包括Phystec和AAPT/APS/AIP新教师研讨会以及通过会议在内的既定物理改革网络的合作伙伴关系。知识分子的优点：知识分子的优点是创建准备就绪的学习材料，使教师能够采用和实施已证明可以建立包容性学习环境的建模指导。 MI-U课程中的学生表现出了改善的内容知识，对学习科学的更好态度以及提高了成功率。这些材料借鉴了项目团队的教学和学习多年实施经验的广泛知识基础。该项目还继续通过同行评审的研究出版物来推进物理教育研究的知识基础。更广泛的影响：该项目的广泛影响是为了广泛的采用而建立建模指导学习材料，这些学习材料已被证明有效地创建了具有历史上代表性不足的学生群体的支持性，包容性学习环境。与美国物理学会的教育与多样性主管合作，该课程材料正在分发给AAPT-APS-AIP赞助的新教师研讨会的教师。这些研讨会有证明是实施改革教学实践的教师成功的记录，因此，MI-U课程材料可以达到影响大量学生的新教师的广泛基础。