Development of Interactive Examples for Concept-Based Problem Solving in Introductory Undergraduate Physics Courses

物理（13）传统的物理入门课程通常不能显着提高学生的概念理解和态度，物理。最近，一些小组已经证明，通过应用物理教育研究的见解，以改善课程内容和教学方法的讲座，实验室和复习section.This项目的剩余的关键组成部分，本科物理教育的家庭作业的问题，与技术和教学的精心整合，从物理教育研究中获得的知识的基础上，在这些领域的显着改善。该项目的主要目标是创建教学材料，学生在介绍物理课程可以使用开发基于概念分析的解决问题的策略。特别是，该项目正在创建一整套（总共约60个）基于研究的“交互式示例”（IE），可用于本科院校的微积分物理入门课程。这些IEs是基于网络的练习，积极地让学生参与苏格拉底式对话，旨在帮助他们开发基于概念的策略来解决家庭作业问题。开发的问题解决了记录在案的学生困难，并与马萨诸塞州和华盛顿大学的研究人员合作指导。这些新的综合教育课程亦汲取了以往成功发展以代数为基础的物理入门课程综合教育课程的经验，并对新综合教育课程在提高学生对基本物理原理的功能性理解方面的成效进行了定量评估。初步将向社区学院和同侪机构传播这些独立教育，在项目执行过程中将进一步完善传播工作。

Physics (13) Traditional introductory physics courses typically fail to significantly improve students' conceptual understanding of, and attitude towards, physics. Recently, several groups have documented significant improvements in these areas by applying insights from physics education research to improve curricular content and instructional methods for lectures, labs and recitation sections.This project addresses the remaining critical component of undergraduate physics education-the homework problems-with a careful integration of technology and instruction, based on knowledge gained from physics education research. The primary goal of the project is to create instructional materials that students in introductory physics courses can use to develop problem-solving strategies based on conceptual analysis. In particular, the project is creating a complete set (about 60 total) of research-based "Interactive Examples" (IEs) that can be used in introductory calculus-based physics courses in undergraduate institutions. These IEs are web-based exercises that actively engage students in a Socratic dialog designed to help them develop a concept-based strategy to solve a homework problem.The problems developed address documented student difficulties and are guided by collaborations with researchers at the University of Massachusetts and the University of Washington. These new IEs also exploit the lessons learned from previous successful development of IEs for introductory algebra-based physics courses.Quantitative evaluation is being done of the effectiveness of the new IEs in improving students' functional understanding of basic physics principles. Initial dissemination of these IEs will be to community colleges and peer institutions, and further dissemination is being refined during the course of the project.