Expectancy violation in physics and mathematics classes in a student-centered classroom
Expectancy violation in physics and mathematics classes in a student-centered classroom
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以学生为中心的课堂中物理和数学课的预期违反
DOI：
10.1063/1.3680004
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发表时间：
2012
期刊：
影响因子：
3.9
通讯作者：
Genaro Zavala
中科院分区：
文献类型：
--
作者：
Carolina Alvarado;A. Dominguez;Ruth Rodríguez;Genaro Zavala
本报告分析了墨西哥一所大型私立大学实施由Gaffney，Gaffney和Beichner开发的教学期望违背评估（PEVA）的结果[1]。PEVA的目的是评估第一个学生的期望，由于最初的方向和经验，在课堂上的变化。这些数据是在以学生为中心的学习（ACE）课堂上收集的，基于以学生为中心的主动学习环境本科课程（SCALE-UP）课堂。三位教授参加了他们的小组在第一学期，他们在这种环境中实施他们的课程。参与者参加了微积分，微分方程或电磁课程。结果表明，学生的期望在本学期的变化，并揭示了不同的课程之间的变化的差异。
This report analyzes the results of the implementation at a large private Mexican university of the Pedagogical Expectancy Violation Assessment (PEVA), developed by Gaffney, Gaffney and Beichner [1]. The PEVA was designed to evaluate shifts of the first student's expectations due to the initial orientation and experiences in the classroom. The data was collected at the Student-Centered Learning (ACE) classroom, based on the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Three professors participated with their groups during the first semester they implemented their courses in this environment. Participants were enrolled either in a Pre-Calculus, Differential Equations, or Electricity and Magnetism course. The results indicate shifts in students' expectations during the semester and reveals differences in shifts among the different courses.