Not all interactive engagement is the same: Variations in physics professors' implementation of Peer Instruction
Not all interactive engagement is the same: Variations in physics professors' implementation of Peer Instruction
复制标题
DOI：
10.1103/physrevstper.5.020101
复制
发表时间：
2009-07-01
影响因子：
--
通讯作者：
Finkelstein, Noah D.
中科院分区：
文献类型：
--
作者：
Turpen, Chandra;Finkelstein, Noah D.
虽然入门物理学的教育改革变得越来越普遍，但这些改革是如何实施的却鲜为人知。本文探讨了围绕物理入门课程教育改革实施的教师实践的变化。通过对课堂实践的观察，我们发现教授们的实际做法差异很大。我们提出了一个框架，用于描述和捕获教学选择以及为实施同伴教学的教师所制定的实践中产生的变化。根据我们的观察，有多种科学实践在同伴指导的使用中得到支持和建模。在所有研究的教室中，学生都在尝试和应用新的物理概念，并与同龄人讨论物理。然而，学生参与提出和提出问题、评估问题解决方案的正确性和完整性、与物理学家互动、将自己视为解决方案、解释或答案的来源以及在公共领域交流科学思想的机会存在很大差异。六位教授的案例研究表明，课堂实践中的这些差异总体上如何创造出不同的课堂规范，例如在同伴教学中相对强调学生的意义建构与答案制定。
While educational reforms in introductory physics are becoming more widespread, how these reforms are implemented is less well understood. This paper examines the variation in faculty practices surrounding the implementation of educational reform in introductory physics courses. Through observations of classroom practice, we find that professors' actual practices differ strikingly. We present a framework for describing and capturing instructional choices and resulting variations in enacted practices for faculty who are implementing Peer Instruction. Based on our observations, there are a variety of scientific practices that are supported and modeled in the use of Peer Instruction. In all of the classrooms studied, students were found trying out and applying new physical concepts and discussing physics with their peers. However, there were large discrepancies in students' opportunities to engage in formulating and asking questions, evaluating the correctness and completeness of problem solutions, interacting with physicists, identifying themselves as sources of solutions, explanations, or answers, and communicating scientific ideas in a public arena. Case studies of six professors demonstrate how these variations in classroom practices, in aggregate, create different classroom norms, such as the relative emphasis on student sense-making vs answer-making during Peer Instruction.