Research as a guide for curriculum development: An example from introductory spectroscopy. I. Identifying student difficulties with atomic emission spectra
Research as a guide for curriculum development: An example from introductory spectroscopy. I. Identifying student difficulties with atomic emission spectra
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研究作为课程开发的指南：光谱学入门的一个例子。
DOI：
10.1119/1.4902222
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发表时间：
2015
影响因子：
0.9
通讯作者：
D. Veẑa
中科院分区：
文献类型：
--
作者：
L. Ivanjek;Peter S. Shaffer;L. McDermott;M. Planinic;D. Veẑa
这是两篇密切相关的文章（论文 I 和论文 II）中的第一篇，它们共同说明了物理教育研究如何帮助指导教学设计，事实证明，这种设计可以有效提高学生对原子光谱的理解。参与这项为期四年的调查的 1000 多名学生中，大多数是美国华盛顿州西雅图华盛顿大学 (UW) 攻读基于微积分的物理入门课程的理科学生。其他人包括华盛顿大学的研究生和本科生助教，以及克罗地亚萨格勒布大学物理专业的入门和高级物理课程。后者大约有一半是职前高中物理教师。本文（论文 I）描述了学生在尝试将离散线谱与光源中原子的能级联系起来时如何发现几个严重的概念和推理困难。论文 II 说明了这项研究的结果如何...
This is the first of two closely related articles (Paper I and Paper II) that together illustrate how research in physics education has helped guide the design of instruction that has proved effective in improving student understanding of atomic spectroscopy. Most of the more than 1000 students who participated in this four-year investigation were science majors enrolled in the introductory calculus-based physics course at the University of Washington (UW) in Seattle, WA, USA. The others included graduate and undergraduate teaching assistants at UW and physics majors in introductory and advanced physics courses at the University of Zagreb, Zagreb, Croatia. About half of the latter group were preservice high school physics teachers. This article (Paper I) describes how several serious conceptual and reasoning difficulties were identified among students as they tried to relate a discrete line spectrum to the energy levels of atoms in a light source. Paper II illustrates how findings from this research infor...