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首页> 外文会议>IEEE Global Engineering Education Conference >Active learning in a hands-on Physics lab: a pilot study to fine-tune instruction and student assessment methodology
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Active learning in a hands-on Physics lab: a pilot study to fine-tune instruction and student assessment methodology

机译：在动手物理实验室中进行主动学习：对指导和学生评估方法进行微调的初步研究

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Active learning in the form of a hands-on Physics laboratory for first-year undergraduate Electrical and Electronics Engineering students is the subject of this research. Instruction and student assessment methodologies are examined in order to get answers to a number of research questions that will hopefully aid and guide instructors in the reform of the course structure and delivery and in the fine-tuning of student assessment methods. Student performance across all course components and activities for year 2018-19 is analyzed through linear and non-linear methods; outcomes are compared to those of year 2017-18, where meaningful. Descriptive statistics and linear regression results imply that the lecturing and the active-learning (laboratory) parts of the course need to get more tightly interconnected in terms of the material taught and the active-learning approaches adopted. Non-linear processing (clustering) results identify clusters of students that require attention from the part of the instructors and lead instructors to fine-tune assessment methods and set thresholds for success/failure or grading. A predictive use of the clustering results is also possible, as discussed in the conclusions.
机译：本研究的主题是为一年级电气与电子工程专业的本科生提供动手物理实验室形式的主动学习。对教学和学生评估方法进行了研究，以便获得许多研究问题的答案，这些问题有望在课程结构和授课方式改革以及学生评估方法的微调方面帮助和指导教师。通过线性和非线性方法分析了2018-19年度所有课程组成部分和活动的学生表现;在有意义的情况下，将结果与2017-18年度的结果进行比较。描述性统计数据和线性回归结果表明，授课和主动学习（实验室）部分需要就所教授的材料和采用的主动学习方法进行更紧密的联系。非线性处理（聚类）结果可确定需要教师注意的学生群体，并引导教师微调评估方法并设置成功/失败或评分的阈值。如结论中所讨论的，聚类结果的预测性使用也是可能的。

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