Design, analysis, tools, and apprenticeship (DATA) Lab
Design, analysis, tools, and apprenticeship (DATA) Lab
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设计、分析、工具和学徒 (DATA) 实验室
DOI：
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发表时间：
2019
影响因子：
0.7
通讯作者：
Marcos D. Caballero
中科院分区：
文献类型：
--
作者：
Kelsey Funkhouser;William M. Martinez;Rachel Henderson;Marcos D. Caballero
最近在美国，有几个国家呼吁在实验室课程中强调物理实践和技能。在本文中，我们描述了重新设计和实施的两个课程序列的代数为基础的物理实验室在密歇根州立大学称为设计，分析，工具和学徒（数据）实验室。大规模的课程转型从课程的整体学习目标中删除了物理特定的内容，而是使用物理概念来专注于学生可以在未来职业生涯中采用的特定实验室实践和研究技能。数据实验室的学生参与物理系统的探索，以增加他们对实验过程，数据分析，协作和科学交流的理解。为了确保我们的学生在课程学习目标中概述的技能方面取得进展，我们设计了课程中的所有评估，以评估他们在这些实验室实践中的具体进展。在这里，我们将描述课程的结构，支架，目标和评估。
Recently in the United States, there have been several national calls to emphasise physics practices and skills within laboratory courses. In this paper, we describe the redesign and implementation of a two-course sequence of algebra-based physics laboratories at Michigan State University called the design, analysis, tools and apprenticeship (DATA) lab. The large-scale course transformation removes physics-specific content from the overall learning goals of the course and, instead, uses physics concepts to focus on specific laboratory practices and research skills that students can take into their future careers. Students in the DATA Lab engage in the exploration of physical systems to increase their understanding of experimental process, data analysis, collaboration, and scientific communication. In order to ensure our students are making progress toward the skills outlined in the course learning goals, we designed all of the assessments in the courses to evaluate their progress specific to these laboratory practices. Here, we will describe the structures, scaffolds, goals, and assessments of the course.
影响因子：
0.9
作者：
Bethany R. Wilcox;H. Lewandowski
通讯作者：
Bethany R. Wilcox;H. Lewandowski