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

波特越来越多的人普遍认为，在所有科学学科的入门课程中都存在着非常严重的问题。直到最近，认知心理学和科学教育领域的研究人员才发现了这些课程中许多问题的根源。我们认为，科学入门课程，特别是“非微积分”物理入门课程的大部分问题，直接源于教师对教与学过程的概念化方式。本提案的目标是构建并全面实施一门新的物理入门课程，以取代加州大学戴维斯分校的标准“非微积分”课程。我们提出的模型是建立在对教学的直接影响的基础上的，这些影响支持了一个建构主义理论，即学习和概念理解是如何在个体学生中发展的。这门课程必然要在大型大学通常的限制条件下教授，因此将成为其他机构的可行模式。该提案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，制作讲师和助教以建构主义方法论为基础的培训材料，根据课程路线制作学生教科书，并为希望进行这些变革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概念的理解和欣赏，提高学生的数学和批判性思维技能，并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.