• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>12th Education and Training in Optics and Photonics Conference >Learning about light and optics in on-line general education classes using at-home experimentation
【24h】

Learning about light and optics in on-line general education classes using at-home experimentation

机译：使用家庭实验在在线普通教育课程中学习光与光学

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The student response to the kits is positive. The general consensus is that working hands on with the concepts was more interesting and engaging than a traditional online course with video lectures. Many of the students reported that they were opting to keep the kits over selling them back so they could work through the experiments with their children. This is a great success. No instructional method is without drawbacks. The assignments associated with the investigations were inquiry based and required students to record their observations and conclusions in short paragraphs. They were also required to include images of their experimental setups as well as their observations in their write-ups as well as posted into the discussion forums. This increased the amount of time required for grading. We have also utilized the kits in 2-way video distances education sections as well as our face to face traditional Light and Color sections with positive results. The students seem more likely to answer questions related to observations they have made with their own eyes even if they are not 100% sure of the concepts than they are if queried on conceptual ideas when demonstrated by the instructor or simply discussed in class. The kits add a bit of a wow factor as many do not expect to see many of the results (e.g. red mixed with green producing yellow) making the class more energetic and engaged in learning.
机译：学生对工具包的反应是肯定的。普遍的共识是，比起带有视频讲座的传统在线课程，实践这些概念更加有趣和吸引人。许多学生报告说，他们选择保留这些工具包而不是将它们卖回去，以便他们可以与孩子一起进行实验。这是一个巨大的成功。任何教学方法都没有缺点。与调查相关的作业是基于调查的，要求学生在简短的段落中记录他们的观察和结论。他们还被要求在他们的文章中包括他们的实验装置的图像以及他们的观察结果，并张贴到讨论论坛中。这增加了评分所需的时间。我们还在2路视频远程教学部分以及与传统的“浅色”和“彩色”部分中使用了套件，并取得了积极的成果。学生似乎更有可能回答与自己的观察有关的问题，即使他们不确定100％地确定这些概念，也比当教师演示或在课堂上简单地讨论概念性想法时要多。这些工具包增加了一点惊喜，因为许多人并不希望看到很多结果（例如，红色与绿色混合生成黄色）使班级变得更加精力充沛并参与学习。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号