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.

该项目正在开发一套全面的学习材料，以在入门大学力学中实施建模教学，以便其他大学的教师能够采用建模教学。大学建模教学 (MI-U) 在过去 8 年里改变了佛罗里达国际大学 (FIU) 的物理入门顺序，显着提高了概念理解、降低了入门物理中的 DFW 率以及增加了良好态度由 CLASS 测量。 MI-U 也是导致有意和宣布的物理专业数量大幅增加的多项协调努力之一。MI-U 与入门物理学中的其他课程转型不同，因为课程内容是围绕基本原理组织的。物理学模型并实现了明确的科学本质主题。 MI-U 通过复制实践科学家的模型构建和基于模型的推理经验，让学生成为科学家。 MI-U 整合了建模话语管理 (MDM)，这是一套用于构建以学生为中心的话语的工具，这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 的学习环境包容性地支持来自历史上代表性不足群体的学生。开发的材料包括：用于模型开发的课堂实验室和工作表、作业和评估活动以及教师实施材料（包括综合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，并将这些材料转变为适合向采用的教师传播的收集。还有一个学生学习片段的视频库，以便教师可以轻松地设想和建模教学方法。该项目正在开发物理学入门第一学期的完整课程，以可编辑的格式在线提供。当地传播在一定程度上是通过 HHMI FIU 教师学者项目得到支持的。全国传播是通过与已建立的物理改革网络（包括 PhysTEC 和 AAPT/APS/AIP 新教师研讨会）以及会议的合作伙伴关系进行的。智力优点：智力优点是创建可传播的学习材料，使教师能够采用和实施建模教学，这种教学已被证明可以建立包容性的学习环境。 MI-U 课程的学生表现出更好的内容知识、更好的学习科学态度以及更高的成功率。这些材料借鉴了教学研究的广泛知识基础以及项目团队多年的实施经验。该项目还通过同行评审的研究出版物继续推进物理教育研究的知识库。更广泛的影响：该项目的广泛影响是建立供广泛采用的建模教学学习材料，这些材料已被证明可以有效地为历史上代表性不足的学生群体创造支持性、包容性的学习环境。与美国物理学会教育和多样性主任合作，课程材料正在分发给 AAPT-APS-AIP 赞助的新教师研讨会的教师。这些讲习班证明了教师实施改革教学实践的成功记录，因此 MI-U 课程材料可以覆盖新教师的广泛基础，从而影响大量学生。