Collaborative Research: Assessment of Student Understanding of Measurement and Uncertainty in Experimental Physics

合作研究：评估学生对实验物理测量和不确定性的理解

• 批准号: 1914840
• 负责人: Heather Lewandowski
• 金额: $ 35.34万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1914840&HistoricalAwards=false
• 关键词: Collaborative; Research; Assessment; Student; Understanding

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project aims to serve the national interest by improving assessment of student understanding in introductory physics laboratory courses. The project focuses on two critical concepts that are central to physics: experimentation and measurement uncertainty. Experimentation plays a central role in physics for the development of both new knowledge and technology. Many students' introduction to experimentation happens in physics laboratory courses. A common learning objective for these courses is for students understand how to make measurements and that these measurements have a level of uncertainty. This project is significant because it will use modern assessment frameworks that draw on learning and measurement theory to develop a better tool to measure students' understanding of these concepts. This assessment will be available to all instructors of introductory laboratory courses, so that they can measure student outcomes and use this information iteratively improve student learning.This project is motivated by the need to assess student learning outcomes in physics laboratory courses. This work will document the collective needs of the physics laboratory community regarding assessing student understanding of measurement and uncertainty. Its scope will include documenting the myriad ways in which students present their understanding of these concepts. By using modern assessment frameworks (e.g., Evidence Centered Design) with well-established validity frameworks (e.g., Item Response Theory), the PIs will provide the first assessment of student understanding in physics that is grounded in the current best practices of assessment design. Although this research is foundational, with direct implications for future studies of student learning in laboratory settings, it will also have practical value in teaching physics. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在NSF改善本科STEM教育计划的支持下：教育和人力资源（IUSE：EHR），该项目旨在通过提高对学生理解的物理实验室课程的评估来服务国家利益。该项目侧重于物理学核心的两个关键概念：实验和测量不确定性。 实验在物理学中起着核心作用，以发展新知识和技术。许多学生对实验的介绍都在物理实验室课程中进行。这些课程的一个共同学习目标是让学生了解如何进行测量，并且这些测量结果具有一定程度的不确定性。该项目很重要，因为它将使用借助学习和测量理论的现代评估框架来开发更好的工具来衡量学生对这些概念的理解。所有入门实验室课程的讲师都可以接受这项评估，以便他们可以衡量学生的成绩并迭代地改善学生学习。该项目是由于需要评估学生在物理实验室课程中的学生学习成果而进行的。这项工作将记录物理实验室社区的集体需求，以评估学生对测量和不确定性的理解。它的范围将包括记录学生对这些概念的理解的无数方式。通过使用具有良好有效性框架（例如项目响应理论）的现代评估框架（例如，以证据为中心的设计），PI将对学生在物理学中的理解进行首次评估，这是基于当前评估设计最佳实践的基础。尽管这项研究是基本的，对实验室环境中学生学习的未来研究有直接影响，但它在教学物理学方面也将具有实际价值。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。

项目成果

Impact of a course transformation on students’ reasoning about measurement uncertainty

课程转型对学生测量不确定性推理的影响

• DOI: 10.1103/physrevphyseducres.16.020160
• 发表时间: 2020
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Pollard, Benjamin;Werth, Alexandra;Hobbs, Robert;Lewandowski, H. J.
• 通讯作者: Lewandowski, H. J.

Representational differences in how students compare measurements

学生比较测量结果的代表性差异

• DOI: 10.1119/perc.2023.pr.geschwind
• 发表时间: 2023
• 期刊: Proceedings of the Physics Education Research Conference
• 作者: Geschwind, Gayle;Vignal, Michael;Lewandowski, H. J.
• 通讯作者: Lewandowski, H. J.

Introductory physics lab instructors’ perspectives on measurement uncertainty

介绍性物理实验室讲师对测量不确定性的看法

• DOI: 10.1103/physrevphyseducres.17.010133
• 发表时间: 2021
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Pollard, Benjamin;Hobbs, Robert;Henderson, Rachel;Caballero, Marcos D.;Lewandowski, H. J.
• 通讯作者: Lewandowski, H. J.

Survey of physics reasoning on uncertainty concepts in experiments: An assessment of measurement uncertainty for introductory physics labs

实验中不确定性概念的物理推理调查：入门物理实验室的测量不确定性评估

• DOI: 10.1103/physrevphyseducres.19.020139
• 发表时间: 2023
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Vignal, Michael;Geschwind, Gayle;Pollard, Benjamin;Henderson, Rachel;Caballero, Marcos D.;Lewandowski, H. J.
• 通讯作者: Lewandowski, H. J.

Affordances of Articulating Assessment Objectives in Research-based Assessment Development

基于研究的评估开发中阐明评估目标的可供性

• DOI: 10.1119/perc.2022.pr.vignal
• 发表时间: 2022
• 期刊: 2022 Physics Education Research Conference Proceedings
• 作者: Vignal, Michael;Rainey, Katherine D.;Wilcox, Bethany R.;Caballero, Marcos D.;Lewandowski, H. J.
• 通讯作者: Lewandowski, H. J.