Active-Learning Curricular Materials for Fully Interactive Physics Lectures

物理（13）这个项目的目标是开发和测试新的课程材料的介绍物理课程，将用于大型讲座类。它们是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，每个选择题都集中在一个特定的主题上。这些主要是概念性的问题，淡化代数运算，并被设计用于在一个类的上下文中组织沿着积极的学习路线，其中课堂交流系统是可用的。 智力价值：该项目有助于为大招生物理讲座类开发主动学习课程材料。策略性排序的问题集代表了ConceptTests的一种特定类型的修改和改编，这些修改和改编仅在主要研究者及其合作者以前的工作中大量可用。 更广泛的影响：该项目的目标之一是：（1）开发基于研究的教育材料，并建立一个对教学有用的数据库（学生反应频率）;（2）让研究生研究人员参与本科教学活动;（3）参与开发新方法（例如，使用交互式讲座教学）来吸引服务不足的个人和团体（即，（4）通过光盘等手段及时提供数据;（5）在各种媒体上发表（例如，（6）将教与学的研究与教育活动结合起来，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.