Introductory College Physics/Twenty-First Century (ICP/21)

ICP/21项目提供了一个创新的物理入门课程，提供了一个有吸引力的、以学生为中心的替代传统教科书的标准讲座/实验室形式。在两个学期的课程中，已经开发了10个内容模块和一个补充技能工具包。每个模块包括旨在鼓励学生积极参与的活动，使用以下模式：探究和实验活动（探索），强化练习（对话），扩展概念活动（扩展），评估（排序任务）和应用（要求学生小组解决涉及多个物理概念的工程问题）。这个项目是：(1)进行全面的实地测试；(2)开发三个额外的模块，以满足许多技术项目的需求；(3)与商业出版商一起实施传播计划。ICP/21的全面实地测试涉及来自高中、两年制大学和四年制大学教学社区的参与者。一名外部协调员负责现场测试的所有方面。现场试验的结果用于改进和加强ICP/21模块。该测试还提供了与模块在课堂上的成功实施有关的数据和信息，以及它对学生理解物理概念的影响。在ICP/21项目的第一阶段，物理教师一再要求在原来的10个模块中没有涉及的物理领域增加额外的模块。由于这种投入，正在开发三个新模块：静电、流体和物理光学。该项目的第三个组成部分是为《国际比较方案/21》执行一个主要的传播方案。这是与商业发行商Ztek合作完成的。Ztek是一家专门从事物理和物理科学电子媒体的出版商。由于《国际比较方案/21》材料的创新性质，大多数教员在课堂上使用这些材料时将需要培训或协助。当正确使用ICP/21材料时，教师的作用与传统课堂讲座形式大不相同。在实地测试和初步实施期间，这将通过讲习班进行。评估工作由一名独立的评估人员进行，他在第一阶段担任评估人员。评估主要集中在三个方面。首先是监控模块，确保它们实现了项目第一阶段的承诺。第二是评估这一阶段的努力，并确定其对学生学习的有效性。第三个领域将是评价ICP/21对学生对物理的态度和感受的影响。这些资料将补充实地测试结果，以全面了解ICP/21对学生学习的影响。

The ICP/21 project provides an innovative curriculum in introductory physics, offering an attractive, student-centered alternative to the standard lecture/laboratory format using conventional textbooks. For the two-semester course, 10 content modules and a supplemental skills toolkit have been developed. Each module consists of activities designed to encourage active student engagement using the following models: inquiry and experimentation activities (Explorations), reinforcement exercises (Dialogs), expanding-the-concept activities (Extensions), assessments (Ranking Tasks), and Application ( which require groups of students to solve engineering problems involving several physics concepts). This project is: (1) conducting a full-scale field test (2) developing three additional modules needed to meet the needs of many technology programs, and (3) implementing a dissemination plan with a commercial publisher. The full scale field test of ICP/21 involves participants from the high school, two year college and four year college teaching communities. An external coordinator is responsible for all aspects of the field test. The results of the field test are used to improve and strengthen the ICP/21 modules. The test also gives data and information related to the success of module implementation in the classroom, and the impact it has on the students in understanding the concepts of physics. During the first phase of the ICP/21 project, physics teachers have repeatedly asked for additional modules in physics areas not covered in the original 10 modules. As a result of this input, three new modules are being developed: electrostatics, fluids, and physical optics. The third component of the project is to conduct a major dissemination program for ICP/21. This is being done in conjunction with a commercial publisher, Ztek. Ztek is a publisher that specializes in electronic media for physics and physical science. Because of the innovative nature of the ICP/21 material, most instructors will need training or assistance in using it in the classroom. The role of the instructor is much different when using the ICP/21 material properly than when in a traditional classroom lecture format. During the field testing and initial implementation this will be done through workshops. Evaluations are being done by an independent evaluator, who has been the evaluator during the first phase. The evaluation is concentrating on three areas. The first is to monitor the modules and make sure they fulfill what was promised in the first phase of the project. The second is to evaluate the efforts of this phase, and determine its effectiveness for student learning. The third area will be to evaluate the effect of ICP/21 on students' attitudes and feelings about physics. This information will complement the field test results to give a complete picture of the effect of ICP/21 on student learning.