Learning and retention of quantum concepts with different teaching methods
Learning and retention of quantum concepts with different teaching methods
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DOI：
10.1103/physrevstper.7.010101
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发表时间：
2011-01-31
影响因子：
--
通讯作者：
Wieman, Carl
中科院分区：
文献类型：
--
作者：
Deslauriers, Louis;Wieman, Carl
我们测量掌握和保留的概念理解量子力学在现代物理课程。这是研究了两个等效的队列的学生教不同的教学方法，使用量子力学概念调查。我们测量了教学方法对原始概念学习和长期保持的影响。有非常高评价的传统讲师的学生群体得分比使用互动参与方法教授的同等群体低19%。然而，两个队列的保留量都非常高，在课程完成后6个月和18个月重新测试时，分数仅下降百分之几，并且在过渡期间没有接触材料。这种高水平的保留是在鲜明的对比，从大学课程的实际学习的保留测量和强调概念学习的价值。
We measured mastery and retention of conceptual understanding of quantum mechanics in a modern physics course. This was studied for two equivalent cohorts of students taught with different pedagogical approaches using the Quantum Mechanics Conceptual Survey. We measured the impact of pedagogical approach both on the original conceptual learning and on long-term retention. The cohort of students who had a very highly rated traditional lecturer scored 19% lower than the equivalent cohort that was taught using interactive engagement methods. However, the amount of retention was very high for both cohorts, showing only a few percent decrease in scores when retested 6 and 18 months after completion of the course and with no exposure to the material in the interim period. This high level of retention is in striking contrast to the retention measured for more factual learning from university courses and argues for the value of emphasizing conceptual learning.