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Polarization of physics on global courses

机译：全球课程中的物理极化

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Since October 2010, the Chemistry–Biology Combined Major Program, an international course taught in English at Osaka University, has been teaching small classes (no more than 20 in size). We present data from the Force Concept Inventory (FCI) given to first-year classical mechanics students (N = 47 students over three years) pre and post score, for a class that predominantly uses interactive engagement, such as MasteringPhysics. Our findings show a G-factor improved score of about ～0.18, which is marginally about the average of a traditional-based course. Furthermore, we analyze in detail a set of six questions from the FCI, involving the identification of forces acting on a body. We find that student answers tend to cluster about ‘polarizing choices’—a pair of choices containing the correct choice and a wrong choice, with the latter corresponding to a superset of forces in the former. Our results are suggestive that students have a good idea of the right set of forces acting on a given system, but the inclusion of extra force(s) brings about confusion; something that may be explained by misleading ontological categorization of forces. In an appendix A we also comment on possible correlations between the pre/post score and the level of English ability on entry to the course.
机译：自2010年10月以来，大阪大学以英语授课的国际化课程–化学与生物学相结合的专业课程，一直在教授小班课程（规模不超过20个）。我们提供了力概念清单（FCI）中的数据，这些数据是针对主要使用互动参与的课程（例如MasteringPhysics）的三年级学生（三年级，N = 47名学生）之前和之后的分数。我们的研究结果显示，G因子的改进分数约为〜0.18，仅略高于传统课程的平均水平。此外，我们详细分析了来自FCI的六个问题，涉及确定作用在人体上的力。我们发现，学生的答案往往集中在“两极分化的选择”上，即包含正确选择和错误选择的一对选择，后者对应于前者中的一整套力量。我们的结果表明，学生对作用在给定系统上的正确的力集合有一个很好的了解，但是包含额外的力会带来混乱。可以通过对力的本体论分类产生误导来解释这一点。在附录A中，我们还评论了前/后分数与入学时英语能力水平之间的可能相关性。

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