Reform of the "Non-Calculus" Introductory Physics Course from a Constructivist Perspective

9354528波特越来越多的人普遍认为，所有科学学科的入门课程都存在非常严重的问题。认知心理学和科学教育的研究人员直到最近才发现了这些课程中问题根源的许多因素。我们认为，科学入门课程，特别是“非微积分”入门物理课程的大部分问题，直接源于教师对教与学过程概念化的方式。这项建议的目标是构建并全面实施一门新的入门物理课程，该课程将取代加州大学戴维斯分校的标准“非微积分”课程。我们提出的模型是基于对教学的直接影响，这些影响正在出现，支持建构主义理论，即学习和概念理解实际上是如何在学生个体中发展的。这门课程必然会在大型大学通常存在的限制下教授，因此将成为其他机构的可行模式。这项建议的目标是将传统的非微积分入门物理课程转变为以建构主义为基础的课程，编写建构主义方法论的教师和助教培训材料，按照课程思路编写学生教科书，并为希望做出这些改变的其他机构提供支持和指导。预期的结果包括提高学生对物理的概念理解和欣赏，提高学生的数学和批判性思维能力，以及为职前教师提供适合教学的科学课程模式。

9354528 Potter There is widespread and growing agreement that very serious problems exist in the introductory courses in all science disciplines. Many of the factors at the root of the problems in these courses have only recently been identified by researchers in cognitive psychology and science education. We believe that most of the problems with introductory science courses and the "non-calculus" introductory physics course in particular, stem directly from the way in which instructors conceptualize the teaching and learning process. The goal of this proposal is to construct and fully implement a new introductory physics course which will replace the standard "non-calculus" course at UC Davis. The model we are proposing is grounded in the direct implications for instruction that are emerging which support a constructivist theory of how learning and conceptual understanding actually develops in an individual student. The course will by necessity have to be taught within the constraints normally found at large universities and so will serve as a viable model for other institutions. The objectives of this proposal are to transform the traditional non-calculus introductory physics course into a constructivist based course, to produce instructor and TA training materials in constructivist methodologies, to produce a student textbook along course lines, and to give support and guidance to other institutions desiring to make these changes. The expected outcomes include an increase in student conceptual understanding and appreciation of physics, an increase in math and critical thinking skills in students, and a pedagogically appropriate model of a science course for pre-service teachers.