Active-Learning Curricular Materials for Fully Interactive Physics Lectures

物理(13)本项目的目标是开发和测试用于大课堂的物理入门课程的新课程材料。它们是对Mazur的概念测试的改编和修改，由精心排序的多项选择题组成，每个问题都集中在一个特定的主题上。这些主要是概念性问题，淡化了代数处理，并被设计用于按照主动学习路线组织的课堂环境中，其中有可用的课堂交流系统。智力价值：该项目有助于为大招生物理讲座班开发主动学习课程材料。经过战略排序的问题集代表了概念测试的一种特定类型的修改和改编，这些修改和改编只在主要研究人员及其合作者之前的工作中大量提供。更广泛的影响：该项目的目标包括：(1)开发以研究为基础的教育材料和创建(学生反应频率)数据库，用于教学；(2)让研究生研究人员参与本科教学活动；(3)参与开发新的方法(例如，使用互动讲授)，使服务不足的个人和群体(即，女物理学生)参与进来；(4)通过光盘等手段及时提供数据；(5)在各种媒体(如网站和光盘)上发布数据，以接触更广泛的受众；(6)将教与学的研究与教育活动相结合，以便在更广泛的背景下进行交流；(7)通过提高本科物理教学的有效性来造福社会。

Physics (13) The goal of this project is to develop and test new curricular materials for the introductory physics course that are to be used in large lecture classes. They are adaptations and modifications of Mazur's ConcepTests, and consist of carefully sequenced sets of multiple-choice questions, each focused on a specific topic. These are primarily conceptual questions which downplay algebraic manipulations, and are designed to be used in the context of a class organized along active-learning lines in which a classroom communication system is available. Intellectual Merit: This project contributes to the development of active-learning curricular materials for large-enrollment physics lecture classes. The strategically sequenced question sets represent a specific type of modification and adaptation of ConcepTests that have only been available in substantial quantities from the previous work of the Principal Investigator and his collaborators. Broader Impacts: This project has among its goals (1) develop research-based educational materials and creation of a database (of student response frequencies) useful in teaching; (2) involve graduate researchers in undergraduate teaching activities; (3) participate in developing new approaches (e.g., use of interactive lecture instruction) to engage underserved individuals and groups (i.e., female physics students); (4) make data available in a timely manner by means such as CD-ROMs; (5) publish in diverse media (e.g., websites and CD-ROMs) to reach broad audiences; (6) integrate research on teaching and learning with education activities in order to communicate in a broader context, and (7) benefit society by increasing the effectiveness of undergraduate physics instruction.