Mastery-style homework exercises in introductory physics courses: Implementation matters
Mastery-style homework exercises in introductory physics courses: Implementation matters
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DOI：
10.1103/physrevphyseducres.14.010128
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发表时间：
2018-05-18
影响因子：
3.1
通讯作者：
Stelzer, Timothy
中科院分区：
文献类型：
--
作者：
Gutmann, Brianne;Gladding, Gary;Stelzer, Timothy
在伊利诺伊大学积极的临床结果的鼓励下，通过在线家庭作业系统，将掌握式家庭作业整合到一个大型学期的预备物理课程中，该系统使用叙事动画视频解决方案作为纠正措施。本文讨论了家庭作业的影响和演变在其头两年。第一次迭代显示，学生感到沮丧，没有以有效的方式参与系统。为了减少这种挫折感和平息消极行为，在第二年放宽了对掌握程度的要求，减少了版本之间的迁移，并增加了与学生直接讨论家庭作业的内容。结果表明，实施细节可以极大地影响学生的行为;观察到大量的统计学显著效果，如减少挫折感（自认为“沮丧”的学生从2014年的60%下降到2015年的30%）和提高成绩（平均学生掌握率为59%至69%）。
Encouraged by positive clinical results at the University of Illinois, mastery-style homework was integrated into a large semester-long preparatory physics course via an online homework system that used narrated animated video solutions as correctives. This paper discusses the impact and evolution of the homework in its first two years. The first iteration revealed that students were frustrated and did not engage with the system in an effective way. Intending to reduce that frustration and quell negative behavior, the mastery requirement was relaxed, transfer between versions was reduced, and the addition of a direct discussion with students about the homework were implemented in its second year. The results showed that details of implementation can substantially affect students' behavior; large and statistically significant effects were observed as a reduction in frustration (with self-identified "frustrated" students dropping from 60% in 2014 to 30% in 2015) and improvement in performance (average student mastery rate of 59% to 69%).