Sustaining educational reforms in introductory physics
Sustaining educational reforms in introductory physics
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DOI：
10.1103/physrevstper.4.010110
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发表时间：
2008-01-01
影响因子：
--
通讯作者：
Finkelstein, Noah D.
中科院分区：
文献类型：
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作者：
Pollock, Steven J.;Finkelstein, Noah D.
虽然众所周知哪些课程实践可以提高学生在概念理解方面的表现，但这些实践的维持以及教师在实施这些实践中的作用却鲜为人知。我们提出了一项关于物理学入门教程 [McDermott 和 Schaffer (Prentice-Hall, Upper Saddle River, NJ, 2002)] 从最初采用者到科罗拉多大学其他教师（包括不参与物理教育研究的传统教师）的移交的研究。该研究调查了在 13 个学期的 15 名教职员工中，大约 5000 名学生在第一学期的 10 门课程和第二学期的 7 门课程中实施辅导对学生概念学习的影响。可以证明不同教师的学生学习成绩始终较高且在统计上无法区分；然而，这样的结果并不正常，而且似乎取决于多种因素。学生的表现因教师背景而异——参与物理教育研究或受物理教育研究启发的教师，始终比信息较少的教师取得更高的学生学习成绩。学生在这些课程中的表现也因所使用的课程而异——使用基于研究的教程和学习助理的所有学期，学生的学习收益都高于那些依赖非研究型材料且不使用学习助理的学期。
While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well understood. We present a study of the hand-off of Tutorials in Introductory Physics [McDermott and Schaffer (Prentice-Hall, Upper Saddle River, NJ, 2002)] from initial adopters to other instructors at the University of Colorado, including traditional faculty not involved in physics educational research. The study examines the impact of implementation of tutorials on student conceptual learning across ten first-semester, and seven second-semester courses, for 15 faculty members over 13 semesters, and includes roughly 5000 students. It is possible to demonstrate consistently high, and statistically indistinguishable, student learning gains for different faculty members; however, such results are not the norm and appear to rely on a variety of factors. Student performance varies by faculty background-faculty involved in, or informed by physics education research, consistently post higher student learning gains than less-informed faculty. Student performance in these courses also varies by curricula used-all semesters in which the research-based Tutorials and learning assistants are used have higher student learning gains than those semesters that rely on nonresearch-based materials and do not employ learning assistants.