Implementing the Workshop Model and other Research-based Instructional Strategies in Physics & Mathematics Courses

该项目在物理和数学课程中采用并实施了技术、基于研究的教学策略和其他地方开发的课程。这些课程是在物理学习环境中进行的，采用车间物理模型（定律），将实验室和讲座相结合，并使用基于计算机的数据收集和分析工具。创新的基于研究的技术，如学习周期（Karplus），通过ClassTalk的同伴指导（Mazur）和苏格拉底对话诱导程序（Hake），在这个研讨会设置中适用并实施了几个入门物理课程。互动性物理、Physlets、VideoPoint、视觉量子力学等研究性材料被整合到导论课程中，为调整本科物理课程的教学单元做出了必要的实施。预微积分，微积分，微分方程和数学建模课程适应多媒体数学（邓巴）和基于网络的数学档案从田纳西大学。CBLs和TI计算器与Maple，图形分析和交互微分方程一起使用。测量学生的概念理解、态度和期望以及整合数学应用的能力的工具构成了评估的基础。项目成果通过在参考期刊上发表的论文和在物理教育工作者参加的会议上发表的报告传播，作为其他机构改革和振兴的模板。

This project adapts and implements technology, research-based instructional strategies, and curriculum developed elsewhere, in physics and mathematics courses. These courses are conducted in a physical learning environment adapted from the Workshop Physics model (Laws) integrating laboratory and lecture, and using computer-based data collection and analysis tools. Innovative research-based techniques such as the Learning Cycle (Karplus), Peer Instruction (Mazur) via ClassTalk and Socratic Dialog Inducing Procedures (Hake) are adapted and implemented in this workshop setting for several introductory physics courses. Research based materials such as Interactive Physics, Physlets, VideoPoint, Visual Quantum Mechanics are integrated into the introductory courses making the necessary implementations to adjust the instructional units for undergraduate students in the target physics courses. The Pre-Calculus, Calculus, Differential Equations, and Mathematical Modeling courses adapts Multimedia Mathematics (Dunbar) and web-based Math Archives from the University of Tennessee. CBLs and TI calculators are used in conjunction with Maple, Graphical Analysis and Interactive Differential Equations. Instruments measuring students' conceptual understanding, attitudes, and expectations as well as ability to integrate mathematics its applications form the basis of the evaluation. Project results are disseminated through papers in refereed journals and presentations at conferences attended by physics educators, to serve as a template for reform and revitalization in other institutions.