Comparing three methods for teaching Newton's third law
Comparing three methods for teaching Newton's third law
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比较牛顿第三定律的三种教学方法
DOI：
10.1103/physrevstper.3.020105
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发表时间：
2007
影响因子：
--
通讯作者：
Michael C. Wittmann
中科院分区：
文献类型：
--
作者：
Trevor I. Smith;Michael C. Wittmann
虽然导论物理教学的引导性探究方法已被个别证明在提高概念理解方面比传统的讲座式教学更有效，但物理教育的研究人员尚未详细研究基于改革的课程之间的差异。一些研究人员开发了华盛顿大学风格的教程材料，但不同的课程还没有相互比较。我们的研究考察了三个旨在提高学生对牛顿第三定律理解的教程：华盛顿大学的物理入门教程（TIP）、马里兰大学的基于活动的教程（ABT）和同样由马里兰大学开发的开源教程（OST）。每个教程都有不同的目标和议程，每个教程都采用不同的方法来帮助学生理解物理。我们分析了测试前和测试后的数据，包括课程考试和力和运动概念评估（FMCE）的数据。使用FMCE和课程数据，我们发现使用OST版本教程的学生比使用其他两种版本的学生表现更好。
Although guided-inquiry methods for teaching introductory physics have been individually shown to be more effective at improving conceptual understanding than traditional lecture-style instruction, researchers in physics education have not studied differences among reform-based curricula in much detail. Several researchers have developed University of Washington--style tutorial materials, but the different curricula have not been compared against each other. Our study examines three tutorials designed to improve student understanding of Newton's third law: the University of Washington's Tutorials in Introductory Physics (TIP), the University of Maryland's Activity-Based Tutorials (ABT), and the Open Source Tutorials (OST) also developed at the University of Maryland. Each tutorial was designed with different goals and agendas, and each employs different methods to help students understand the physics. We analyzed pretest and post-test data, including course examinations and data from the Force and Motion Conceptual Evaluation (FMCE). Using both FMCE and course data, we find that students using the OST version of the tutorial perform better than students using either of the other two.