Prevalence and nature of computational instruction in undergraduate physics programs across the United States
Prevalence and nature of computational instruction in undergraduate physics programs across the United States
复制标题
美国本科物理课程中计算教学的普遍性和性质
DOI：
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发表时间：
2017
影响因子：
3.1
通讯作者：
L. Merner
中科院分区：
文献类型：
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作者：
Marcos D. Caballero;L. Merner
一项针对物理教师的全国性调查旨在调查全美物理课程中计算教学的普及率和性质。来自357个不同机构的1246名教职员工回答了这项调查。初步结果表明，与十年前相比，更多的教师拥有某种形式的计算教学经验，但似乎这种经验并不一定转化为本科生正规课程中的计算教学。此外，我们还发现，计算物理的正规课程在大多数系中都没有。大多数教师确实报告了在家庭作业和项目中使用计算的情况，但很少有人报告在课堂或考试中使用互动参与式计算。支持这些结果的具体因素不是本文的主题，但我们确实发现，报告的计算经验和学生在调查机构可以获得的最高学位存在差异。
A national survey of physics faculty was conducted to investigate the prevalence and nature of computational instruction in physics courses across the United States. 1246 faculty from 357 unique institutions responded to the survey. The initial results suggest that more faculty have some form of computational teaching experience than a decade ago, but it appears that this experience does not necessarily translate to computational instruction in undergraduate students' formal course work. Further, we find that formal programs in computational physics are absent from most departments. A majority of faculty do report using computation on homework and in projects, but few report using computation with interactive engagement methods in the classroom or on exams. Specific factors that underlie these results are not the subject of this paper, but we do find that there is a variation on the reported experience with computation and the highest degree that students can earn at the surveyed institutions.