The implications of a robust curriculum in introductory mechanics
The implications of a robust curriculum in introductory mechanics
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DOI：
10.1119/1.3557069
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发表时间：
2011-05-01
影响因子：
0.9
通讯作者：
Moelter, Matthew J.
中科院分区：
文献类型：
--
作者：
Hoellwarth, Chance;Moelter, Matthew J.
我们开发了入门机械课程，强调使用工作室形式的互动参与和概念理解。正如之前报道的，我们在三个不同的季度表明，与传统课程相比，该课程大大提高了学生的概念理解，而不会显着影响传统期末考试的分数。在这里，我们报告了该课程整个三年教学期间的结果，该课程的 34 个部分由 11 名不同的教师向 1200 多名学生教授。每个学期，这些部分都有共同的考试、教学大纲和时间表。就活动而言，学生的经历非常相似。使用力和运动概念评估或力概念清单来衡量学生的表现；标准化前后的平均增益为 0.59。与任何教师特征（包括教学经验、互动参与方法的知识和态度）没有显着相关性。因为教师的特征并不重要，促进学习成果的是课程的结构。 (C) 2011 年美国物理教师协会。 [DOI：10.1119/1.3557069]
We have developed a curriculum for introductory mechanics that emphasizes interactive engagement and conceptual understanding using the studio format. As previously reported, we have shown in three different quarters that the curriculum much improved the students' conceptual understanding compared to the traditional course without significantly affecting the scores on a traditional final exam. Here we report the results for the entire three-year period during which the course was taught, 34 sections of the course were taught with 11 different instructors to over 1200 students. In each term, these sections had common exams, syllabus, and schedule. Student experiences were very similar in terms of activities. Student performance was measured using the force and motion conceptual evaluation or the force concept inventory; the average pre/post normalized gain was 0.59. There was no significant correlation with any instructor characteristics, including teaching experience, knowledge of interactive-engagement methods, and attitudes. Because the instructor characteristics are not important, it is the structure of the course that promotes the learning gains. (C) 2011 American Association of Physics Teachers. [DOI: 10.1119/1.3557069]