Collaborative Research: Investigating How to Better Prepare Undergraduate Students for Physics Labs that Focus on Experimental Science

合作研究：研究如何让本科生更好地为专注于实验科学的物理实验室做好准备

• 批准号: 2000739
• 负责人: Natasha Holmes
• 金额: $ 29.21万
• 依托单位: Cornell University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2000739&HistoricalAwards=false
• 关键词: Collaborative; Research; Investigating; How; Better

This project aims to serve the national interest by identifying strategies to support students’ understanding of experimental science. The major goal is to identify instructional strategies that better prepare undergraduate students for doing authentic scientific experimentation in physics labs. Traditional laboratory exercises have trained students to view instructional laboratories as places to do rote procedures that lead to known results. This project will probe how to help students reframe their expectations so that they consider physics labs as places to engage in scientific experiementation. Specifically, this project intends to identify strategies that help students think of physics labs as places where they will design their own experiments and draw their own conclusions from the data they collect. By working across multiple institutions, the project will provide many examples of students’ authentic science laboratory activities, as well an extensive database of students' work and engagement. The latter will document the rich diversity of resources and experiences students bring from their diverse backgrounds to their science laboratory work. This project aims to understand student experiences in non-traditional science labs, specifically physics, through the theoretical lens of framing. A person's frame is defined here as a stable (either local or more global) set of expectations about the activity taking place. Prior literature suggests that small things can influence the ways students frame an instructional activity, which in turn can have a large impact on student learning. This research project is designed to (a) identify the various ways students frame activities in a diverse set of non-traditional labs, (b) identify ways students shift or change how they frame lab activities, and (c) formulate testable predictions for ways to help students develop stable, productive frames for experimental science. This project is supported by the EHR Core Research program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.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.

该项目旨在通过确定支持学生理解实验科学的策略来服务于国家利益，主要目标是确定更好地为本科生在物理实验室进行真实科学实验做好准备的教学策略。教学实验室作为进行死记硬背的程序并得出已知结果的场所，该项目将探讨如何帮助学生重新构建他们的期望，以便他们将物理实验室视为从事科学实验的场所。具体来说，该项目旨在确定帮助学生的策略。想想物理学通过在多个机构合作，该项目将提供学生真实的科学实验室活动的许多例子，以及学生作品的广泛数据库。后者将记录学生从不同的背景中为他们的科学实验室工作带来的丰富多样性的资源和经验，该项目旨在通过框架的理论视角来了解学生在非传统科学实验室（特别是物理学）中的经历。一个人的框架在这​​里被定义为一个稳定的（或者先前的文献表明，小事情可以影响学生构建教学活动的方式，而这反过来又可以对学生的学习产生重大影响。 ) 确定学生在不同的非传统实验室中构建活动的各种方式，(b) 确定学生转变或改变他们构建实验室活动的方式，以及 (c) 制定可测试的预测，以帮助学生建立稳定、高效的框架该项目得到了实验科学的支持。 EHR 核心研究计划，支持 STEM 学习基础研究的工作进展，反映学习环境、扩大 STEM 参与以及 STEM 劳动力发展。该奖项是 NSF 的法定使命，通过使用基金会的智力优势和更广泛的影响审查标准。

项目成果

Complex Dynamics of Epistemic Agency in a College Physics Lab Course

大学物理实验课程中认知机构的复杂动力学

• 发表时间: 2023
• 期刊: Computersupported collaborative learning
• 作者: Ian Descamps;Sophia Jeon;Rachel Scherr;Natasha Holmes;David Hammer
• 通讯作者: David Hammer

Not engaging with problems in the lab: Students’ navigation of conflicting data and models

不参与实验室中的问题：学生对相互冲突的数据和模型的导航

• DOI: 10.1103/physrevphyseducres.17.020112
• 发表时间: 2021
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Phillips, Anna McLean;Sundstrom, Meagan;Wu, David G.;Holmes, N. G.
• 通讯作者: Holmes, N. G.

Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing

指导非传统物理实验室：对学生认知框架的反应

• DOI: 10.1103/physrevphyseducres.19.020140
• 发表时间: 2023
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Sundstrom, Meagan;Fussell, Rebeckah K.;Phillips, Anna McLean;Akubo, Mark;Allen, Scott E.;Hammer, David;Scherr, Rachel E.;Holmes, N. G.
• 通讯作者: Holmes, N. G.

A case of productive confirmation framing in an introductory lab

介绍性实验室中高效确认框架的案例

• DOI: 10.1119/perc.2022.pr.descamps
• 发表时间: 2022
• 期刊: American Association of Physics Teachers
• 作者: Descamps, Ian;Jeon, Sophia M.;Hammer, David
• 通讯作者: Hammer, David

Students' varying responses to instructor prompts for frame shifts in physics labs

学生对物理实验室中教师提示框架转换的不同反应

• DOI: 10.1119/perc.2022.pr.sundstrom
• 发表时间: 2022
• 期刊: American Association of Physics Teachers
• 作者: Sundstrom, Meagan;Fussell, Rebeckah;Scherr, Rachel E.;Holmes, N. G.
• 通讯作者: Holmes, N. G.