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首页> 外文期刊>European journal of physics: A journal of the European Physical Society >Investigating and improving introductory physics students' understanding of the electric field and superposition principle
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Investigating and improving introductory physics students' understanding of the electric field and superposition principle

机译：调查和改善介绍物理学生对电场和叠加原理的认识

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摘要

We discuss an investigation of the difficulties that students in a university introductory physics course have with the electric field and superposition principle and how that research was used as a guide in the development and evaluation of a research-validated tutorial on these topics to help students learn these concepts better. The tutorial uses a guided enquiry-based approach to learning and involved an iterative process of development and evaluation. During its development, we obtained feedback both from physics instructors who regularly teach introductory physics in which these concepts are taught and from students for whom the tutorial is intended. The iterative process continued and the feedback was incorporated in the later versions of the tutorial until the researchers were satisfied with the performance of a diverse group of introductory physics students on the post-test after they worked on the tutorial in an individual one-on-one interview situation. Then the final version of the tutorial was administered in several sections of the university physics course after traditional instruction in relevant concepts. We discuss the performance of students in individual interviews and on the pre-test administered before the tutorial (but after traditional lecture-based instruction) and on the post-test administered after the tutorial. We also compare student performance in sections of the class in which students worked on the tutorial with other similar sections of the class in which students only learned via traditional instruction. We find that students performed significantly better in the sections of the class in which the tutorial was used compared to when students learned the material via only lecture-based instruction.
机译：我们讨论了对大学介绍性物理课程中的学生遇到电场和叠加原则的困难以及如何将该研究用作这些主题的研究验证教程的开发和评估的指南，以帮助学生学习的研究验证的教程这些概念更好。本教程使用基于指导的查询方法来学习和涉及开发和评估的迭代过程。在开发过程中，我们从经常教导介绍物理学的物理教练获得了反馈，其中教授这些概念以及来自教程的学生。迭代过程持续，并将反馈结合在课程的后期版本中，直到研究人员对在个人一对一的教程上工作后，研究人员对介绍后的介绍性物理学生的表现感到满意。一个面试情况。然后在相关概念中传统教学后，在大学物理课程的几个部分进行了本教程的最终版本。我们讨论了学生在各个访谈中的表现，以及在教程（但在基于传统讲座的教学之后）和在教程后管理的后测试。我们还比较学生在学生们在教程中与其他类似部分通过传统教学学习的其他类似部分工作的课程中的课程中的学生表现。我们发现学生在使用教程的课程中表现明显更好，而通过仅通过基于讲座的教学来学习材料。

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