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Improving student learning and views of physics in a large enrollment introductory physics class.

机译：在大型的入门物理入门课中提高学生的学习和物理观。

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摘要

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction. Findings also indicate that the interaction of the instructional strategies together contributed to student learning. Based on these results, IE methods should be adopted in introductory physics classes, particularly in classes where students have low pre-test scores. It is also important to provide support for instructors new to IE strategies.
机译：入门物理课程通常是许多科学和工程课程的守门员，并且越来越多的大学越来越依赖这些课程的大型讲课形式。但是，许多学生离开后只学很少的物理学，对学科的看法也不佳。在互动参与（IE）中，课堂活动鼓励学生相互交流并了解物理概念，并积极参与自己的学习。这些方法已被证明在以小组朗诵为基础的物理入门课中是有效的。这项研究在一个大型注册课程中检查了学生的学习情况和对物理学的看法，这些课程包括IE方法，没有单独的小组朗诵。在这项研究中，一门大型的基于讲座的课程包括一些活动，让学生以口头和书面形式解释其推理，修改其对物理概念的看法，并将其推理应用于各种问题。所解决的问题是：（a）学生对物理概念学到了什么？与传统文献中的文献报道相比，本课程的学生学习情况如何？（b）学生对物理学的看法是否发生变化？学生的物理学观点是否与传统课程中的文献报道相提并论？（c）哪些教学策略有助于学生学习本课程？数据包括：部队概念清单（FCI）的事前管理，学期中的课堂考试，科罗拉多州科学调查学习态度（CLASS）的事后管理，学生工作，访谈和不限成员名额调查。 FCI的平均归一化增益（= 0.32）处于物理学教育文献中所报告的中等增益范围内，即使平均预测分数非常低（30％），这也是教师首次实施IE方法。通过指导，学生对物理学的看法相对保持不变。研究结果还表明，教学策略的相互作用共同促进了学生的学习。基于这些结果，IE方法应在物理入门课中采用，特别是在学生的预测分数较低的课程中。为IE策略新手提供支持也很重要。

著录项

  • 作者

    Shan, Kathy J.;

  • 作者单位

    The University of Toledo.;

  • 授予单位 The University of Toledo.;
  • 学科 Education Sciences.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 195 p.
  • 总页数 195
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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