Assessing the Flexibility of Research-Based Instructional Strategies: Implementing Tutorials in Introductory Physics in the Lecture Environment
Assessing the Flexibility of Research-Based Instructional Strategies: Implementing Tutorials in Introductory Physics in the Lecture Environment
复制标题
评估基于研究的教学策略的灵活性：在讲座环境中实施入门物理教程
DOI：
10.1119/1.4863160
复制
发表时间：
2014
影响因子：
0.9
通讯作者：
D. Heins
中科院分区：
文献类型：
--
作者：
Mila Kryjevskaia;A. Boudreaux;D. Heins
最初由华盛顿大学物理教育小组设计和实施的《物理导论》中的材料，在与课程开发者建议的条件明显不同的条件下，以修改后的形式作为交互式讲座使用。学生的学习进行了评估，从物理教育研究文献中提取的任务。在互动式讲座形式的使用教程取得了学生的理解增益相比，通过典型的教程实施在华盛顿大学获得的，这表明，学生参与的知识步骤中设置的教程，而不是用于促进这种参与的具体策略，在促进学生学习中发挥着核心作用。我们描述了两个不同的教程的实施细节和学生学习的评估：一个集中在机械波，在北达科他州州立大学使用，和一个伽利略相对论，在.
Materials from Tutorials in Introductory Physics, originally designed and implemented by the Physics Education Group at the University of Washington, were used in modified form as interactive lectures under conditions significantly different from those suggested by the curriculum developers. Student learning was assessed using tasks drawn from the physics education research literature. Use of tutorials in the interactive lecture format yielded gains in student understanding comparable to those obtained through the canonical tutorial implementation at the University of Washington, suggesting that student engagement with the intellectual steps laid out in the tutorials, rather than the specific strategies used in facilitating such engagement, plays the central role in promoting student learning. We describe the implementation details and assessment of student learning for two different tutorials: one focused on mechanical waves, used at North Dakota State University, and one on Galilean relativity, used at ...