Microcomputer-based Physics Laboratory for the Year 2000

这个为期2年的项目的目标是通过在所有物理和物理科学课程中实施基于微型计算机的实验室（MBL）和交互式演示（ILD）的主动学习来提高学生在杰斐逊社区学院的物理学习。 在已经实施这种技术的大学中，MBL和ILD的使用极大地提高了学生的概念理解，如P。Sokoloff和R.桑顿 一个小的试点MBL类的介绍物理，团队教的PI和另一位教师在1999年春天使用实时物理课程（力学）没有适应，证实了学生使用MBL有更高的分数后测试比传统的讲座课程的学生。 试点研究的其他结果表明，学生们在2小时的实验室时间内很难坚持任务。 为了适应和实施实时物理课程，以更好地适应我们机构的学生群体，MBL活动被修改为更短的任务，既有小组工作（2-3名学生），也有更大的小组工作（全班），由教师指导，并将ILD整合到课程中。 该项目包括调整和实施目前使用的MBL和ILD，并为物理科学课程开发新的MBL活动和ILD，涵盖物理和化学主题。 教师们正在获得经验的软件，设备和积极的学习环境，在当地和国家的研讨会和团队教学任务，合作伙伴新的教师MBL与更有经验的同事。该项目可以作为实施MBL和主动学习在物理和物理科学在两年制大学设置的模式。

The goal of this 2-year project is to improve student learning of physics at Jefferson Community College by implementing active learning through microcomputer-based laboratories (MBL) and interactive lecture demonstrations (ILDs) in all physics and physical science courses. The use of MBL and ILDs has dramatically improved students conceptual understanding at colleges that have implemented this type of technology as shown by the research of P. Laws, D. Sokoloff and R. Thornton. A small pilot MBL class of introductory physics, team-taught by the PI and another instructor in spring of 1999 using the RealTime Physics curriculum (Mechanics) without adaptation, confirmed that students using MBL had higher scores on posttests than traditional lecture course students. Other results of the pilot study indicated that the students had trouble staying on task during 2-hour lab periods. To adapt and implement the RealTime Physics curriculum to better suit the student population at our institution, the MBL activities are modified into shorter tasks, with both small group work (2-3 students) and larger group work (entire class) with coaching from the instructor and integrating ILDs in the course. The project includes adapting and implementing the MBL and ILDs currently in use and developing new MBL activities and ILDs for the physical science course, which covers both physics and chemistry topics. The faculty members are gaining experience with the software, the equipment, and the active learning environment in local and national workshops and team-teaching assignments that partner an instructor new to MBL with a more experienced colleague. This project can serve as a model for the implementation of MBL and active learning in physics and physical science in a two-year college setting.