Using the tutorial approach to improve physics learning from introductory to graduate level
Using the tutorial approach to improve physics learning from introductory to graduate level
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使用辅导方法提高从入门到研究生水平的物理学习
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发表时间：
2014
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通讯作者：
Seth DeVore
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作者：
Seth DeVore
在这篇论文中，我讨论了从入门到研究生水平的教程的开发和评价。教学大纲是根据对学生学习相关概念的困难的研究和认知研究的结果开发的。无论是在课堂上还是作为自学工具，教程都是一种宝贵的资源。他们努力帮助学生发展相关主题的强大知识结构，提高他们解决问题的能力。我讨论的锁定放大器（LIA）的教程的发展，既作为一个坡道，以减轻学生进入研究实验室的过渡，并提高学生的理解已经使用这种设备的LIA的操作。本教程的有效性进行了评估，使用大声思考的研究生拥有广泛的经验与LIA的采访和调查结果是一致的积极。我还描述了一个量子交互式学习平台（QuILT）的开发和评估，该平台专注于使用两种安全密钥分发协议的量子密钥分发。在QuILT的第一部分中使用的一个协议被管理给在课堂上协作的学生，而在QuILT的第二部分中使用的第二个协议被管理为家庭作业。对学生理解本QuILT中使用的两个协议的评估表明，无论是在QuILT上工作后立即还是两个月后，它都能有效地提高学生的理解。最后，我讨论了四个基于网络的教程的开发和评估，侧重于定量解决问题，旨在帮助入门学生学习有效的解决问题的数学，同时帮助他们学习物理概念。研究结果表明，虽然这些教程是有效的，当管理在一对一的思考出声面试，这种有效性大大降低，当学生被要求使用教程作为自学工具，没有监督。此外，发展和评估的四套脚手架的物理入门的相同主题的辅导讨论。这些预考旨在模仿基于网络的教程的结构，并可以在课堂上实施。
In this thesis, I discuss the development and evaluation of tutorials ranging from introductory to graduate level. Tutorials were developed based upon research on student difficulties in learning relevant concepts and findings of cognitive research. Tutorials are a valuable resource when used either in-class or as a self-study tool. They strive to help students develop a robust knowledge structure of relevant topics and improve their problem solving skills. I discuss the development of a tutorial on the Lock-in amplifier (LIA) for use as both an on-ramp to ease the transition of students entering into the research lab and to improve student understanding of the operation of the LIA for those already making use of this device. The effectiveness of this tutorial was evaluated using think aloud interviews with graduate students possessing a wide range of experience with the LIA and the findings were uniformly positive. I also describe the development and evaluation of a Quantum Interactive Learning Tutorial (QuILT) that focuses on quantum key distribution using two protocols for secure key distribution. One protocol used in the first part of the QuILT is administered to students working collaboratively in class while the second protocol used in the second part of the QuILT was administered as homework. Evaluation of student understanding of the two protocols used in this QuILT shows that it was effective at improving student understanding both immediately after working on the QuILT and two months later. Finally, I discuss the development and evaluation of four web-based tutorials focusing on quantitative problem solving intended to aid introductory students in the learning of effective problem-solving heuristics while helping them learn physics concepts. Findings suggest that while these tutorials are effective when administered in one-on-one think-aloud interviews, this effectiveness is greatly diminished when students are asked to use the tutorials as a self-study tool with no supervision. In addition, the development and evaluation of four sets of scaffolded prequizzes for introductory physics on the same topics as the tutorials is discussed. These prequizzes are designed to mimic the structure of the web-based tutorials and can be implemented in the classroom.