Reinventing college physics for biologists: Explicating an epistemological curriculum
Reinventing college physics for biologists: Explicating an epistemological curriculum
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DOI：
10.1119/1.3119150
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发表时间：
2009-07-01
影响因子：
0.9
通讯作者：
Hammer, David
中科院分区：
文献类型：
--
作者：
Redish, Edward F.;Hammer, David
马里兰大学物理教育研究小组完成了一个为期五年的项目，旨在重新思考、观察和改革以代数为基础的(大学)物理入门课程，该课程主要服务于生命科学专业的学生。我们重新将课程的重点放在帮助学生学会科学思考--建立连贯性，从机制的角度思考，并遵循假设的含义。我们设计这门课程是为了利用学生的生产性概念和认识论资源，基于学习研究的理论框架。改革后的班级在时间和教学人员方面保持了传统的结构，但我们修改了现有的最佳实践课程材料。我们为学生协作提供了班级控制的空间，使我们能够直接观察和记录学生的学习。我们还扫描了所有书面作业和考试，并进行了事前概念和认识论调查。改革后的班级加强了最佳实践材料在事后概念测试中的强劲收益，同时在认识论调查方面获得了前所未有的收益，而不是传统的损失。
The University of Maryland Physics Education Research Group has done a five-year project to rethink, observe, and reform introductory algebra-based (college) physics, which primarily serves life-science majors. We refocused the class on helping the students learn to think scientifically-to build coherence, think in terms of mechanisms, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials. We provided class-controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations and administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses.