Observed Hierarchy of Student Proficiency with Period, Frequency, and Angular Frequency.
Observed Hierarchy of Student Proficiency with Period, Frequency, and Angular Frequency.
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观察到的学生熟练程度与周期、频率和角频率的等级。
DOI：
10.1103/physrevphyseducres.14.010104
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
A. Heckler
中科院分区：
文献类型：
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作者：
Nicholas T. Young;A. Heckler
在通用谐振子的背景下，我们调查了学生从数学和图形表示中确定周期、频率和角频率的准确性。在一系列研究中，包括访谈、自由反应测试和迭代过程中开发的多项选择测试，我们对基于代数和基于微积分、传统上教授的大学水平入门物理课程的学生进行了评估。根据结果，我们对熟练确定周期、频率和角频率所需的九种技能进行了分类。总体结果显示，授课后，熟练程度相当低：只有大约 20%–40% 的学生掌握了九项技能中的大部分。接下来，我们使用半定量、直观的方法来研究九种技能的层次结构。我们还采用了更正式的项目树分析方法来验证这种结构，发现技能形成了一个多层次、非线性的层次结构，掌握某些技能是掌握其他技能的先决条件。最后，我们实施了一项有针对性的 30 分钟小组活动，以提高这些技能的熟练程度，并发现准确度提高了 1 个标准差。总体而言，结果表明，许多学生目前缺乏这些基本技能，有针对性的练习可能会导致所需的掌握，并且观察到的技能层次结构表明，教学应特别关注层次较低的技能。
In the context of a generic harmonic oscillator, we investigated students’ accuracy in determining the period, frequency, and angular frequency from mathematical and graphical representations. In a series of studies including interviews, free response tests, and multiple choice tests developed in an iterative process, we assessed students in both algebra-based and calculus-based, traditionally instructed university-level introductory physics courses. Using the results, we categorized nine skills necessary for proficiency in determining period, frequency, and angular frequency. Overall results reveal that, postinstruction, proficiency is quite low: only about 20%–40% of students mastered most of the nine skills. Next, we used a semiquantitative, intuitive method to investigate the hierarchical structure of the nine skills. We also employed the more formal item tree analysis method to verify this structure and found that the skills form a multilevel, nonlinear hierarchy, with mastery of some skills being prerequisite for mastery in other skills. Finally, we implemented a targeted, 30-min group-work activity to improve proficiency in these skills and found a 1 standard deviation gain in accuracy. Overall, the results suggest that many students currently lack these essential skills, targeted practice may lead to required mastery, and that the observed hierarchical structure in the skills suggests that instruction should especially attend to the skills lower in the hierarchy.