Microcomputer-based Physics Laboratory for the Year 2000

这个为期两年的项目的目标是通过在所有物理和物理科学课程中通过基于微型计算机的实验室(MBL)和互动讲座演示(ILDS)实施主动学习，来改善杰斐逊社区学院的学生的物理学习。P·劳、D·索科洛夫和R·桑顿的研究表明，MBL和ILDS的使用极大地提高了已经实施这种技术的大学的学生的概念理解。1999年春季，由国际物理学会和另一名讲师团队授课的小规模MBL入门物理课程证实，使用MBL课程的学生在后测中的分数高于传统授课课程的学生。试点研究的其他结果表明，学生们在2小时的实验室时间里很难坚持任务。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活动被修改为较短的任务，既有小组工作(2-3名学生)，也有大小组工作(整个班级)，由讲师指导，并将ILDS整合到课程中。该项目包括调整和实施目前正在使用的MBL和ILDS，并为涵盖物理和化学主题的物理课程开发新的MBL活动和ILDS。在当地和全国的研讨会和团队教学任务中，教师们正在积累软件、设备和活跃的学习环境的经验，这些工作是将一名刚接触MBL的教师与一名更有经验的同事合作。该项目可以作为在两年制大学中实施MBL和物理和物理科学的主动学习的模式。

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.