Active Learning Strategies for Algebra-based Introductory Physics at UCF

UCF 基于代数的入门物理的主动学习策略

• 批准号: 1246024
• 负责人: Talat Rahman
• 金额: $ 20万
• 依托单位: The University of Central Florida Board of Trustees
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-01 至 2017-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1246024&HistoricalAwards=false
• 关键词: Active; Learning; Strategies; Algebra; based

Active Learning Strategies for Algebra-based Introductory Physics at UCFThe Department of Physics at the University of Central Florida proposes to implement a two-pronged activity-based curriculum in its introductory algebra-based physics courses, and contrast these two interactive pedagogies with more traditional physics lecture and lab learning. The first, already initiated, is known as full-studio (FS), and is based on the Beichner's notably successful SCALE-UP approach, a marked shift from the traditional physics lecture and laboratory setting to a single collaborative physics workspace rich with technological and experimental tools, and shown to be particularly effective in achieving student learning gains in conceptual physics without sacrificing problem-solving skills. The second, more novel and less abrupt transition from traditional lecture/lab format, goes by the name "ministudios with lectures" (MSL)---self-contained physics content modules which emphasize problem-solving, collaborative group work, experimental physics, and conceptual learning, and will be coordinated with technologically enhanced lectures. MSL will be compared to both the FS and traditional approaches with regard to student learning gains, ease of faculty adoption, cost, and distinctiveness from the calculus-based physics sequence, which has seen considerably more study than the algebra-based sequence. UCF is one of the largest universities in the country, with a diverse student body numbering well over 50,000, and teaching more physics credit hours than most any other US physics department, thus providing an excellent testing ground for these proposed improvements. Additional features of the pedagogical model include Peer Instruction with "clicker" questions, Interactive Lecture Demonstrations, and additional instructional support from Graduate Teaching Assistants and Undergraduate Learning Assistants, who receive regular training in active learning techniques.

UCF基于代数的入门物理的主动学习策略中佛罗里达大学物理系建议在其基于代数的物理入门课程中实施双管齐下的基于活动的课程，并将这两种交互式教学法与更传统的物理进行对比讲座和实验室学习。第一个已经启动，被称为全工作室 (FS)，基于 Beichner 非常成功的 SCALE-UP 方法，这是从传统的物理讲座和实验室设置到一个充满技术和技术的单一协作物理工作空间的显着转变。实验工具，并被证明在不牺牲解决问题的技能的情况下实现学生在概念物理方面的学习收益特别有效。第二种是从传统讲座/实验室形式更新颖、更不突然的转变，被称为“带讲座的迷你工作室”（MSL）——独立的物理内容模块，强调问题解决、协作小组工作、实验物理、和概念学习，并将与技术增强的讲座相协调。 MSL 将与 FS 和传统方法在学生学习收益、教师采用的难易程度、成本以及基于微积分的物理序列的独特性方面进行比较，基于微积分的物理序列比基于代数的序列进行了更多的研究。 UCF 是美国最大的大学之一，拥有超过 50,000 名多元化的学生，教授的物理学分比美国大多数其他物理系都多，因此为这些拟议的改进提供了极好的测试场地。教学模式的其他功能包括带有“答题器”问题的同伴教学、交互式讲座演示以及来自研究生助教和本科生学习助理的额外教学支持，他们定期接受主动学习技术的培训。