Improving the Quality of Learning among Physics Students through a Synergistic Implementation of a Team-Based Learning Approach in a Hispanic-Serving Institution

通过在西班牙裔服务机构中协同实施基于团队的学习方法来提高物理学生的学习质量

• 批准号: 2216308
• 负责人: Edgar Corpuz
• 金额: $ 29.99万
• 依托单位: The University of Texas Rio Grande Valley
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2216308&HistoricalAwards=false
• 关键词: Improving; Quality; Learning; among; Physics

This project aims to serve the national interest by improving student learning in undergraduate physics using Team-based Learning (TBL) in multiple sections of lower division and advanced level physics classes. The project will address common gaps in students’ conceptual and problem-solving skills using interactive delivery of content that is essential for understanding the fundamental laws of nature. In TBL classes, students engage in learning through pre-class preparation, readiness assurance testing (with immediate feedback), and concept application via group-problem solving. Carefully formed permanent teams of students work on a task that has direct application of physics concepts. By implementing TBL, passive instruction and learning will be replaced with interactive teaching and active engagement learning techniques, which have been shown to be effective in promoting deeper learning and in enhancing social and collaborative skills essential in today’s STEM workforce. By improving students’ understanding and enhancing development of core competencies (such as critical thinking, empirical and quantitative skills, written and oral communication, teamwork skills) the project will benefit the local Hispanic community and serve the national interest of improving quality of education in underrepresented student populations.The goals of this project are to: (1) improve the quality of learning of physics students through a concerted effort in implementing Team-Based Learning (TBL); (2) investigate how TBL can be utilized for providing a culturally responsive teaching environment; (3) study the issues associated with the implementation of TBL teaching approach; and (4) create a supportive mechanism for sustaining TBL implementation in multiple physics courses. Physics faculty members will be trained and supported to implement team-based learning in their courses. Working in teams, instructors will redesign their physics courses by developing TBL curriculum materials that engage students while guided by the principles of Backward Design. Lessons learned from this project could provide a model for other departments or institutions for a collaborative approach to implementing active learning in their STEM courses. In addition, the project will provide substantial professional development opportunities for faculty, both locally and nationally, via workshops and hands-on training in the development and implementation of specially designed instructional materials for TBL classes. The project is also expected to generate valuable data on TBL implementation issues, on sustainability of active learning environment in physics classes, and on comparisons of TBL with other active learning techniques. Overall, the project will serve the local community and the national interests of improving STEM education both at the students’ and instructors’ level. 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 project is also supported by the NSF IUSE:HSI program, which has the goals of enhancing the quality of undergraduate STEM education, and increasing the recruitment, retention, and graduation rates of students pursuing associate’s or baccalaureate degrees in STEM.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.

该项目旨在通过在下层和高级物理类的多个部分中使用基于团队的学习（TBL）来改善学生在本科物理学中的学生学习来满足国家利益。该项目将使用内容的互动交付内容来解决学生概念和解决问题技能的常见差距，这对于理解自然的基本定律至关重要。在TBL课程中，学生通过课前准备，就绪保证测试（立即反馈）和通过群体解决方案进行概念应用来进行学习。精心组建的学生团队的学生团队从事直接应用物理概念的任务。通过实施TBL，被动教学和学习将被交互式教学和积极的参与学习技术所取代，这些技巧已被证明可以有效地促进更深入的学习，并增强当今STEM劳动力中必不可少的社交和协作技能。通过提高学生的理解和增强核心能力的发展（例如批判性思维，经验和定量技能，书面和口头沟通，团队合作技能），该项目将使当地的西班牙裔社区受益，并为改善代表性不足的学生人群的教育质量提高国家兴趣。 （2）研究如何使用TBL来提供具有文化响应敏感的教学环境； （3）研究与实施TBL教学方法相关的问题； （4）创建一种支持机制，以维持多个物理课程的TBL实施。物理教职员工将接受培训和支持，以在他们的课程中实施基于团队的学习。在团队中工作，讲师将通过开发TBL课程材料来重新设计其物理课程，这些课程材料在以后退设计的原理为指导下吸引学生。从该项目中学到的经验教训可以为其他部门或机构提供一个模型，用于在其STEM课程中实施积极学习的协作方法。此外，该项目将通过研讨会和动手培训为TBL课程的开发和实施，为当地和全国范围内的教师提供大量的专业发展机会。预计该项目还将生成有关TBL实施问题的有价值数据，物理课中主动学习环境的可持续性以及TBL与其他活跃学习技术的比较。总体而言，该项目将为当地社区以及在学生和讲师一级改善STEM教育的国家利益。 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，该计划支持了承诺实践和工具的创建，探索和实施。 NSF IUSE：HSI计划也支持该项目，该计划的目标是提高本科STEM教育的质量，并提高招聘，保留和毕业率的学生在STEM中攻读合伙人或学士学位的学生的毕业率。该奖项颁发了NSF的法定任务，并反映了通过评估师的构成群体的诚实范围，并反映了构成的范围。