Collaborative Research: The impact of instruction on student thinking about measurement in classical and quantum mechanics experiments

合作研究：教学对学生思考经典和量子力学实验中的测量的影响

• 批准号: 2336135
• 负责人: Natasha Holmes
• 金额: $ 30.17万
• 依托单位: Cornell University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-05-01 至 2027-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2336135&HistoricalAwards=false
• 关键词: Collaborative; Research; impact; instruction; student

This project aims to serve the national interest by providing a research base for how instruction changes students’ understanding about measurement in physical systems ranging from the motion of a catapult to that of a single atom. In an effort to better prepare students for twenty-first century STEM careers, post-secondary institutions are rushing to incorporate instruction on data science and quantum information. An important aspect of that preparation is for students to develop a robust understanding of the fundamentals of measurement and its associated variability and uncertainty across all systems, from everyday objects in classical physics to the microscopic particles in quantum mechanical systems. This project hopes to advance understanding of how instruction affects student thinking about measurements and their underlying uncertainty. Uncovering the ways in which student learning is connected to instructional practices should allow curriculum developers to design effective instruction that speaks directly to students’ learning needs and better prepares them for futures beyond the classroom. At present, studies provide mixed results regarding the impact of targeting introductory lab instruction and no results regarding the impact of quantum mechanics instruction on student thinking about uncertainty and measurement concepts. The project plans to employ a mixed-methods approach that combines interviews, document analysis, survey analysis, natural language processing, and qualitative and quantitative cluster analyses. The project team will actively recruit a broad and diverse set of student responses from a range of institutions and institution types, such that the results may be more generalizable to students nationwide than is standard in the physics education research literature. The goals of the project are to (a) characterize instruction on the topics of uncertainty and measurement in introductory and upper-level courses, (b) articulate student profiles based on student reasoning about uncertainty and measurement along multiple dimensions, and (c) identify any shifts in student thinking as a result of different instructional strategies. The results should provide intellectual merit that span a disconnected literature from physics lab instruction to quantum mechanics instruction, motivating critical future work to invoke change across an undergraduate physics curriculum. The NSF IUSE: EDU 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.

该项目旨在通过提供一个研究基础来服务于国家利益，研究教学如何改变学生对物理系统测量的理解，从弹射器的运动到单个原子的运动，以更好地为学生做好二十一世纪的准备。世纪 STEM 职业生涯中，高等教育机构都在急于将数据科学和量子信息纳入教学中，这一准备的一个重要方面是让学生对所有系统中的测量基础知识及其相关的可变性和不确定性有深入的了解。经典物理学中的日常物体到微观粒子该项目希望加深对教学如何影响学生对测量及其潜在不确定性的理解，揭示学生学习与教学实践的联系方式，使课程开发人员能够设计出直接影响学生学习的有效教学。目前，关于入门性实验室教学的影响，研究结果不一，但没有关于量子力学教学对学生思考不确定性和测量概念的影响的结果。一种混合方法，结合了访谈、文档分析、调查分析、自然语言处理以及定性和定量聚类分析，项目团队将积极招募来自各种机构和机构类型的广泛且多样化的学生反馈，以使结果更具普遍性。该项目的目标是（a）描述入门和高级课程中不确定性和测量主题的教学，（b）根据学生推理阐明学生概况。关于多个维度的不确定性和测量，以及 (c) 确定由于不同的教学策略而导致的学生思维的任何转变，其结果应该提供涵盖从物理实验室教学到量子力学教学的不相关文献的智力价值，从而激发未来的关键工作，以引发整个本科物理课程的变革。 EDU 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，并得到了美国国家科学基金会 (NSF) 的认可。通过评估认为值得支持利用基金会的智力优势和更广泛的影响审查标准。