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

9354528波特人们越来越普遍地认为，所有科学学科的入门课程都存在着非常严重的问题。认知心理学和科学教育的研究人员直到最近才发现这些课程中问题的根源。我们认为，大多数的问题与介绍科学课程，特别是“非微积分”介绍物理课程，直接源于教师概念化的教学和学习过程的方式。 本提案的目标是构建和全面实施一个新的物理入门课程，将取代标准的“非微积分”课程在加州大学戴维斯分校。 我们所提出的模型是基于对教学的直接影响，支持建构主义理论的学习和概念理解实际上是如何在个别学生的发展。这门课程必须在大型大学通常存在的限制范围内教授，因此将成为其他机构的可行模式。 本提案的目标是将传统的非微积分物理学入门课程转变为建构主义基础课程，以建构主义方法制作教师和助教培训材料，制作学生教科书沿着课程路线，并给予支持和指导，希望使这些变化的其他机构。预期的成果包括增加学生的概念理解和欣赏物理，增加数学和批判性思维能力的学生，和教学适当的模型的科学课程的职前教师。

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.