Adaption and Implementation of Modeling Instruction to a Life Science-Based College Introductory Physics Course

建模教学对生命科学大学物理入门课程的适应与实施

• 批准号: 9952668
• 负责人: James Vesenka
• 金额: $ 7.93万
• 依托单位: University of New England
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-06-01 至 2003-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9952668&HistoricalAwards=false
• 关键词: Adaption; Implementation; Modeling; Instruction; Life

Interdisciplinary (99) The University of New England is engaged in adapting and implementing interactive engagement strategies into its introductory physics sequence. This three-year project is serving a large undergraduate life and health sciences student body through a two-semester service course in physics that will have impact across the life science curriculum at his university. The proposal provides a set of integrated concepts wedding physics with other undergraduate departments participating in this project -- anatomy, biology, chemistry, and microbiology. The project involves instructing UNE faculty and in-service high school science teachers in the Portland Maine locality to use proven instructional tools. These faculty will play an essential role in continued adaptation and implementation in both the lab and lecture sequence. At the core of this teaching approach is David Hestenes' "Modeling Instruction for High School Physics," a nation-wide NSF-funded effort housed at Arizona State University. Modeling includes descriptive, graphical, mathematical, and diagrammatic representations, as well as laboratory and demonstration-based constructivist learning methods, adopting many of the best elements from physics education research groups around the US. Students are engaged in Socratic dialog both in lecture and laboratory to address their misconceptions and promote more accurate physical pictures. Hands-on, guided laboratory activities first introduce simple models that are later reinforced in lecture. Laboratory improvement is being implemented through the installation of microcomputer-based laboratory equipment for improved student learning. This project will also achieve improvements in the curriculum by implementing an education program for summer laboratory instructors, overhauling introductory laboratories, and keeping abreast of technological developments. As an example of technological integration with introductory course content, students in the second semester will examine the atomic nature of matter through remote operation of an atomic force microscope. The PI is educating laboratory instructors from a pool of interested faculty and in-service high school physics instructors both during the academic year and the summer. Evaluation is being conducted by a quantitative comparison of student learning under different teaching methods.

新英格兰大学正致力于在其物理入门课程中调整和实施互动参与策略。这个为期三年的项目通过两个学期的物理服务课程，为一大批生命与健康科学专业的本科生提供服务，这将对他所在大学的生命科学课程产生影响。该提案提供了一套与参与该项目的其他本科院系——解剖学、生物学、化学和微生物学——相结合的物理概念。该项目包括指导缅因州波特兰地区的UNE教师和在职高中科学教师使用经过验证的教学工具。这些教师将在实验室和课堂的持续适应和实施中发挥重要作用。这种教学方法的核心是David Hestenes的“高中物理建模指导”，这是一项由美国国家科学基金会资助的全国性项目，位于亚利桑那州立大学。建模包括描述、图形、数学和图表表示，以及基于实验室和演示的建构主义学习方法，采用了美国各地物理教育研究小组的许多最佳元素。学生在课堂和实验中进行苏格拉底对话，以纠正他们的错误观念，促进更准确的物理图像。实践指导的实验活动首先介绍简单的模型，然后在讲座中加强。为改善学生的学习，现正安装以微电脑为基础的实验室设备，以改善实验室的工作。该项目还将通过实施暑期实验室教师的教育计划，全面改革入门实验室，并与技术发展保持同步，从而改进课程。作为技术与导论课程内容整合的一个例子，学生在第二学期将通过远程操作原子力显微镜来检查物质的原子性质。PI在学年和夏季期间从感兴趣的教师和在职高中物理教师中挑选实验室教师进行培训。评价是通过定量比较学生在不同教学方法下的学习情况来进行的。