P3: a practice focused learning environment
P3: a practice focused learning environment
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DOI：
10.1088/1361-6404/aa7529
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发表时间：
2017-09-01
影响因子：
0.7
通讯作者：
Caballero, Marcos D.
中科院分区：
文献类型：
--
作者：
Irving, Paul W.;Obsniuk, Michael J.;Caballero, Marcos D.
人们越来越重视将实践纳入物理课程，特别强调将计算纳入科学家和工程师的本科课程。在这篇文章中，我们为密歇根州立大学的理工科专业学生提供了一门大学水平的入门物理课程，名为P-3(物理项目和实践)，其核心是为入门物理学生提供应用各种科学和工程实践的机会。P-3课程设计将计算与分析问题解决相结合，并建立在以问题为基础的学习、建设性调整原则和实践共同体的理论框架的课程基础上。该设计包括计算物理教学的创新方法、教学支架和独特的评估方法，使教师能够指导学生发展物理学家的实践。我们通过态度和概念清单以及对学生反思他们在P-3课堂上的经历的研究访谈，展示了与学生相关的非常积极的设计结果。
There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of scientists and engineers. In this paper, we present a university-level, introductory physics course for science and engineering majors at Michigan State University called P-3 (projects and practices in physics) that is centred around providing introductory physics students with the opportunity to appropriate various science and engineering practices. The P-3 design integrates computation with analytical problem solving and is built upon a curriculum foundation of problem-based learning, the principles of constructive alignment and the theoretical framework of community of practice. The design includes an innovative approach to computational physics instruction, instructional scaffolds, and a unique approach to assessment that enables instructors to guide students in the development of the practices of a physicist. We present the very positive student related outcomes of the design gathered via attitudinal and conceptual inventories and research interviews of students' reflecting on their experiences in the P-3 classroom.