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首页> 外文期刊>American journal of physics >Sixteen years of collaborative learning through active sense-making in physics (CLASP) at UC Davis
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Sixteen years of collaborative learning through active sense-making in physics (CLASP) at UC Davis

机译：在加州大学戴维斯分校通过积极的物理意义（CLASP）进行十六年的协作学习

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This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the 5 h per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented that show increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores. VC 2014 American Association of Physics Teachers.
机译：本文介绍了我们自1996年以来在加州大学戴维斯分校（UC Davis）开设的大型改革性入门物理课程，该课程自1996年以来一直是生物科学专业的学生。该课程的主要特点是着重于学生在每周5小时的讨论/实验室中进行的感性认识。学生参加强调同伴讨论，论证和想法表达的活动。该课程在许多基本方面与传统讲授的物理入门课程有所不同。在讨论了CLASP的独特功能及其在加州大学戴维斯分校的实施之后，提出了各种学生成果衡量标准，表明与参加传统授课式物理入门课程的学生相比，参加CLASP课程的学生的表现有所提高。我们使用的衡量标准包括高级GPA，MCAT分数，FCI收益和MPEX-II分数。 VC 2014美国物理教师协会。

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