Instructor perspectives on iteration during upper-division optics lab activities
Instructor perspectives on iteration during upper-division optics lab activities
复制标题
教师对高年级光学实验室活动中迭代的看法
DOI：
10.1119/perc.2017.pr.024
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Lewandowski, H. J.
中科院分区：
文献类型：
--
作者：
Dounas-Frazer, Dimitri R.;Stanley, Jacob T.;Lewandowski, H. J.
尽管提高建模能力是国家认可的高年级本科物理实验室课程的学习成果，但不存在相应的基于研究的评估。我们的长期目标是对学生的建模能力进行评估，这些能力与多个高级实验室环境相关。为此，我们采访了来自 16 个机构的 19 名讲师，了解光电二极管的光学实验室活动。访谈的重点是如何设计这些活动来吸引学生参与建模的某些方面。我们发现，根据许多受访者的说法，迭代是建模的一个重要方面。此外，受访者描述了四种不同类型的迭代：修改设备、修改模型、修改数据采集程序以及使用现有设备和程序重复数据收集。我们提供每种类型迭代的示例，并讨论对未来建模评估开发的影响。
Although developing proficiency with modeling is a nationally endorsed learning outcome for upper-division undergraduate physics lab courses, no corresponding research-based assessments exist. Our longterm goal is to develop assessments of students' modeling ability that are relevant across multiple upper-division lab contexts. To this end, we interviewed 19 instructors from 16 institutions about optics lab activities that incorporate photodiodes. Interviews focused on how those activities were designed to engage students in some aspects of modeling. We find that, according to many interviewees, iteration is an important aspect of modeling. In addition, interviewees described four distinct types of iteration: revising apparatuses, revising models, revising data-taking procedures, and repeating data collection using existing apparatuses and procedures. We provide examples of each type of iteration, and discuss implications for the development of future modeling assessments.