A Computer-Based Laboratory-Classroom for Active Learning In Introductory Physics and Astronomy

奥斯汀学院物理系正在调整来自几个来源的主动学习技术，用于一个新的小型多功能教室-实验室，用于物理和天文学入门教学。在我们为期两个学期的基于微积分的物理学入门课程中，我们将在狄金森学院改编和实施由普里西拉·劳斯开发的工作坊物理。同样的教室-实验室空间，配备了17台联网的Macintosh G3计算机，最多可容纳32名学生，是一门以代数为基础的物理入门课程的地点，在这门课程中，我们正在实施和适应同伴教学技术(Mazur，1997)。学生的实时互动是通过Better Education Inc.开发的试用网络版Classtak实现的。我们正在将Sokoloff、Thornton和Lawes开发的实时物理套件中的实验改编用于本课程，以使它们与工作坊物理每周时间表保持同步。我们使用适当的评估工具，如广泛使用的概念评估，通过物理会议、网页和适当期刊上的文章来监控我们的努力。同样的设施被用来改编和实施为期一学期的非科学家天文学入门课程中以活动为基础的材料。具体地说，我们正在适应和扩展由哈佛天体物理中心的保罗·格林开发的同行教学技术，基于发现的天文活动(Robbins，et.以及由Project Clea(葛底斯堡学院的马歇尔)开发的天文学模块。

The Austin College Department of Physics is adapting active-learning techniques from several sources for use in a new small multipurpose classroom-laboratory in the teaching of introductory physics and astronomy. In our two-semester calculus-based Introduction to Physics we are adapting and implementing Workshop Physics developed by Priscilla Laws at Dickinson College. The same classroom-laboratory space, equipped with seventeen networked Macintosh G3 computers accommodating a maximum of thirty-two students, is the site of an algebra-based introductory physics course in which we are implementing and adapting the Peer Instruction technique (Mazur, 1997). Real time student interactivity is achieved through a trial networked version of Classtalk developed by Better Education Inc. We are adapting experiments from the RealTime Physics suite developed by Sokoloff, Thornton and Laws for use in this course so as to bring them into synchrony with the Workshop Physics weekly schedule. We use appropriate evaluation instruments, such as the widely-used conceptual assessments, to monitor our efforts making the results available via physics meetings, web pages, and articles in appropriate periodicals. The same facility is used to adapt and implement activity-based materials in a one-semester introduction to astronomy for non-scientists. Specifically, we are adapting and expanding upon the peer instruction techniques developed by Paul Green at the Harvard Center for Astrophysics, the discovery based astronomy activities (Robbins, et. al., 1995), and astronomy modules developed by Project CLEA (Marshall at Gettysburg College).