Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials
Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials
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DOI：
10.1103/physrevstper.7.020105
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发表时间：
2011-09-06
影响因子：
--
通讯作者：
Jones, David
中科院分区：
文献类型：
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作者：
Goertzen, Renee Michelle;Brewe, Eric;Jones, David
佛罗里达国际大学对物理导论课进行了改革，重点放在这些课程的实验室部分。我们目前的结果，从二次实施的两个研究为基础的教学策略：学习助理模型的实施，由科罗拉多大学博尔德分校和开放源代码开发课程在马里兰州，学院公园。我们检查了五年（n = 872）的入门学生的力概念量表（FCI）的结果，发现学生在改造实验室部分的平均原始增益为0.243，而传统实验室的平均原始增益为0.159，科恩的d效应大小为0.59。在改造后的实验室中，西班牙裔学生的FCI平均原始收益为0.243，女性为0.213，这表明这些改革并没有扩大代表性不足的学生群体和多数群体之间的差距。我们的研究结果说明了如何研究为基础的教学策略可以成功地实施在物理系与最小的部门参与，并以可持续的方式。
Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant model as developed by the University of Colorado at Boulder and the Open Source Tutorial curriculum developed at the University of Maryland, College Park. We examine the results of the Force Concept Inventory (FCI) for introductory students over five years (n = 872) and find that the mean raw gain of students in transformed lab sections was 0.243, while the mean raw gain of the traditional labs was 0.159, with a Cohen's d effect size of 0.59. Average raw gains on the FCI were 0.243 for Hispanic students and 0.213 for women in the transformed labs, indicating that these reforms are not widening the gaps between underrepresented student groups and majority groups. Our results illustrate how research-based instructional strategies can be successfully implemented in a physics department with minimal department engagement and in a sustainable manner.