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 改善本科生 STEM 教育计划：教育和人力资源（IUSE：EHR）的支持下，该项目旨在通过改进对学生对入门物理实验室课程理解的评估来服务于国家利益。该项目重点关注物理学核心的两个关键概念：实验和测量不确定性。 实验在物理学中对于新知识和技术的发展起着核心作用。许多学生在物理实验室课程中接触到实验。这些课程的共同学习目标是让学生了解如何进行测量以及这些测量具有一定程度的不确定性。该项目意义重大，因为它将使用现代评估框架，借鉴学习和测量理论，开发更好的工具来测量学生对这些概念的理解。该评估将提供给入门实验室课程的所有教师，以便他们能够衡量学生的成果并迭代地使用这些信息来改进学生的学习。该项目的动机是需要评估学生在物理实验室课程中的学习成果。这项工作将记录物理实验室社区在评估学生对测量和不确定性的理解方面的集体需求。其范围将包括记录学生表达他们对这些概念的理解的多种方式。通过使用现代评估框架（例如以证据为中心的设计）和完善的有效性框架（例如项目反应理论），PI 将提供基于当前评估设计最佳实践的学生对物理理解的首次评估。尽管这项研究是基础性的，对未来实验室环境中学生学习的研究有直接影响，但它在物理教学中也具有实用价值。 NSF IUSE：EHR 计划支持研究和开发项目，以提高所有学生 STEM 教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建、探索和实施。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.