Collaborative Research: Investigating Institutional Success at Overcoming Challenges in Algebra-based Studio Physics

合作研究：调查机构在克服基于代数的工作室物理挑战方面的成功

• 批准号: 1347527
• 负责人: Gerald Feldman
• 金额: $ 16.2万
• 依托单位: George Washington University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2019-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1347527&HistoricalAwards=false
• 关键词: Collaborative; Research; Investigating; Institutional; Success

This mixed methods research project investigates the puzzling problem of variations in student learning gains that are observed at different institutions of higher education when implementing the same research-based instructional method in highly interactive classrooms. The study investigates model implementations of algebra-based studio physics to identify and analyze the critical features of this instructional method. The study is guided by the following questions. Research Question1: How is algebra-based studio physics implemented at a variety of institutions and for what types of students? Research Question2: Why are departments implementing algebra-based studio physics in those ways? Research Question3: What factors are associated with student outcomes that indicate student learning gains? Algebra-based studio physics comprise the physics experience for many students who enroll in introductory physics courses. However, this approach to teaching physics remains understudied relative to calculus-based studio physics. Therefore, the research takes advantage of a unique opportunity to examine student learning gains. The study examines how different types of students respond to interactive teaching strategies in model implementations of this instructional method to teach physics and how institutional types influence teaching and learning. Three initial institutions serve as the basis for Phase 1 of this multi-phase study. One of the institutions has reported high student learning gains in the algebra-based studio physics courses. The other two institutions have observed low student learning gains. Phase 1 is designed to establish baseline measures for the research. During Phase 2 the research team is examining a total of twelve additional institutions that utilize algebra-based studio physics. The twelve institutions represent a range of those in the U.S. implementing this approach. Institutions that are included in Phase 2 provide settings in which the research team tests emergent hypotheses and the robustness of findings from Phase 1. Specifically, the project is investigating (a) characteristics of model implementations of algebra-based studio physics by faculty at different institutions and (b) the characteristics of students engaged in these types of courses, to investigate and explain the observed variations in student learning gains. Research methods include classroom observations, interviews, surveys, and student outcomes assessments.

该混合方法研究项目调查了学生学习成就的令人困惑的差异问题，这些问题在高度互动教室中实施相同的基于研究的教学方法时在不同的高等教育机构中观察到。该研究调查了基于代数的工作室物理学的模型实施，以识别和分析该教学方法的关键特征。 该研究以以下问题为指导。 研究问题1：基于代数的工作室物理学如何在各种机构中实施以及哪些类型的学生？ 研究问题2：为什么部门以这些方式实施基于代数的工作室物理学？ 研究问题3：哪些因素与表明学生学习成就的学生成绩有关？总部位于代数的工作室物理学包括许多参加入门物理课程的学生的物理经验。 但是，这种教学方法相对于基于微积分的工作室物理学而言仍然是研究的。因此，研究利用了一个独特的机会来检查学生的学习成就。 该研究研究了在这种教学方法的模型实施中，不同类型的学生如何对互动教学策略做出响应，以教授物理学以及机构类型如何影响教学。三个初始机构是这项多相研究的第1阶段的基础。其中一家机构报告说，基于代数的工作室物理学课程中，学生的学习成绩很高。 其他两个机构观察到了学生的学习收益较低。第1阶段旨在建立研究基线措施。 在第2阶段，研究团队正在研究总共使用基于代数的工作室物理学的另外十二家机构。 十二个机构代表了美国实施这种方法的机构。第2阶段中包含的机构提供了设置，其中研究团队测试了新的假设和发现的鲁棒性。具体来说，该项目正在研究（a）基于代数的工作室物理学的模型实施的特征，由不同机构的教师在不同的机构和（b）从事这些课程的学生的特征，以研究和解释这些类型的差异，以研究和解释差异。 研究方法包括课堂观察，访谈，调查和学生成果评估。