Adapting And Implementing The Scale Up Approach In Statics, Dynamics, And Multivariate Calculus
Adapting And Implementing The Scale Up Approach In Statics, Dynamics, And Multivariate Calculus
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适应和实施静态、动态和多元微积分中的扩展方法
DOI：
10.18260/1-2--5311
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
S. Schiff
中科院分区：
文献类型：
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作者：
Lisa Benson;S. Biggers;William F. Moss;M. Ohland;Marisa K. Orr;S. Schiff
我们的团队旨在通过积极的，以学生为中心的课程和综合课程提供更有效的静态，动态和多变量微积分教学。这些课程被转化为一个调查，协作学习的方法，并使用混合方法的方法进行评估。学生在课程和后续课程中的表现被用来衡量概念保持的改善。概念测试（静态和动态概念清单）管理之前和之后的每个学期的项目，并在可能的情况下，与传统的学习环境进行了比较，正常化的收益。静力学概念理解和课程绩效指标的改进证明了该项目的成功。静态-动态课程的学习活动整合了多变量微积分的材料，反之亦然，这是独特而有益的。学生们选择在我们以学生为中心的环境中教授的课程，而不是传统的形式，因为它们获得了更具挑战性但更有价值的课程的声誉。教室装修，以适应积极和合作学习，通过工作室环境已经完成了七间教室在我们的机构（克莱姆森大学），表明这些教学创新的行政支持，教师愿意在工作室环境中实践积极学习。
Our team seeks to deliver more effective statics, dynamics, and multivariable calculus instruction through active, student-centered courses and integrated course curricula. These courses were transformed to an inquiry, collaborative learning approach, and were assessed using a mixed method approach. Student performance in the courses and in follow-on courses have been used to measure improvements in concept retention. Conceptual tests (Statics and Dynamics Concept Inventories) were administered before and after each semester of the project, and normalized gains were compared with those for traditional learning environments wherever possible. Improvements in statics concept comprehension and course performance indicators demonstrate the project's success. Learning activities for the statics-dynamics courses integrated material from multivariable calculus, and vice-versa, which is unique and beneficial. Students are selecting courses taught in our student-centered environment over traditional formats, as they gain a reputation as being more challenging yet rewarding courses. Classroom renovations to accommodate active and cooperative learning through studio environments have been completed in seven classrooms at our institution (Clemson University), indicating administrative support for these pedagogical innovations, and faculty willingness to practice active learning in studio environments.