On the effectiveness of active-engagement microcomputer-based laboratories
On the effectiveness of active-engagement microcomputer-based laboratories
复制标题
论主动参与微机实验室的有效性
DOI：
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发表时间：
1997
期刊：
影响因子：
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通讯作者：
Richard Steinberg
中科院分区：
文献类型：
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作者：
E. Redish;Jeffery M. Saul;Richard Steinberg
在马里兰州大学的工程专业学生的微积分力学入门课上，使用基于微机的实验室（MBL）设备的一小时主动参与教程取代了传统的解决问题的背诵。两个具体教程的结果，一个关于瞬时速度的概念，一个关于牛顿第三定律，通过使用标准的多项选择题和一个自由回答的期末考试问题进行了探讨。比较结果的11个讲座类由六个不同的老师教和没有教程表明，MBL教程导致了显着的改善相比，传统的背诵时，精心设计的多项选择题进行测量。自由回答的问题表明，虽然辅导学生在认识和应用概念方面做得更好，但仍有改进的余地。
One hour active-engagement tutorials using microcomputer-based laboratory (MBL) equipment were substituted for traditional problem-solving recitations in introductory calculus-based mechanics classes for engineering students at the University of Maryland. The results of two specific tutorials, one on the concept of instantaneous velocity and one on Newton’s third law were probed by using standard multiple-choice questions and a free-response final exam question. A comparison of the results of 11 lecture classes taught by six different teachers with and without tutorials shows that the MBL tutorials resulted in a significant improvement compared to the traditional recitations when measured by carefully designed multiple-choice problems. The free-response question showed that, although the tutorial students did somewhat better in recognizing and applying the concepts, there is still room for improvement.