Implementing Tutorials Sustainably: Restructuring Undergraduate Recitations and Laboratories in Introductory Physics

物理(13)这项全面的努力集中在改进传统的复习部分和实验室中，以微积分为基础的物理入门序列。这样的实验室和复习在培养学生对物理的概念掌握和对学习物理的期望方面显然是无效的。然而，经过验证的解决方案，以华盛顿大学物理入门教程的形式，需要该大学提出不能立即提供的要求--特别是准备充分的教师或助教的数量和培训。这种适应和实施努力通过将统一的、转变的课程体验制度化来创造一个长期的解决方案，最终不需要比目前分配的大学更多的资源。聚集的研究团队正在实施物理入门教程，这些教程是对传统物理复习部分进行的最深入、最广泛使用、最有效的改革之一。与这些改革相结合的是，使用马里兰州以活动为基础的物理的修订实验室序列，强调意义形成和实验，目标是显著提高学生对物理的概念掌握和学生对学习物理意味着什么的期望。值得注意的是，这些转变得到了一门新的物理教与学高级课程的支持和支持。新的物理课程，教和学物理，是以一项行之有效的活动为蓝本，旨在培训高年级本科生和研究生进行物理教育研究和改革。本课程包括一个“实习”部分，学生充当助教(LA)，以补充系内指定的助教。CU的三名物理教员领导了这项工作：教授讲座课程序列，调整教程，重组实验室，并实施课程教与学物理。对这一项目的评估是为了评估这些改革在改善学生的概念掌握、学生的期望、研究生的有效性和理解力以及课程结构的形成和制度化方面的有效性。当地的补充资源--设备资金、教员对改革的兴趣和专业知识，以及协同研究努力--确保CU处于有利地位，并致力于成功适应和实施这些经过验证的模式。最后，这笔赠款正在形成一种全课程、可持续改革的模式，通过在AAPT会议上的发言和通过适当的同行评议期刊(如AJP)广泛传播这一模式。

Physics (13) This comprehensive effort focuses on improving traditional recitation sections and laboratories in an introductory calculus-based physics sequence. Such laboratories and recitations are demonstrably ineffective at developing students' conceptual mastery of physics and expectations of learning physics. However, proven solutions, in the form of Tutorials in Introductory Physics from the University of Washington require demands of the university that cannot immediately be provided -- particularly, the number and training of adequately prepared instructors or TA's. This adaptation and implementation effort creates a long-term solution by institutionalizing a unified, transformed course experience that ultimately demands no more resources of the university than presently allotted. The assembled research team is implementing Tutorials in Introductory Physics, which are among the most deeply researched and widely used, effective reforms of traditional physics recitation sections. These reforms are being coupled with a revised laboratory sequence using Maryland's Activity Based Physics that emphasizes sense making and experimentation, with the goal of marked improvement in students' conceptual mastery of physics and in students' expectations of what it means to learn physics. Significantly, these transformations are supported and sustained by a new advanced course in teaching and learning physics. The new physics course, Teaching and Learning Physics, is modeled on a proven activity designed to train upper division undergraduates and graduate students in physics education research and reforms. The course includes a 'practicum' component where students serve as learning assistants (LA's) to supplement departmentally appointed teaching assistants. Three CU physics faculty members lead this effort by: teaching the lecture course sequence, adapting Tutorials, restructuring the laboratories, and implementing the course Teaching and Learning Physics. Evaluation of this project is conducted to assess the effectiveness of these reforms on improving student conceptual mastery, student expectations, graduate student effectiveness and understanding, and course structural formation and institutionalization. Local complementary resources - funding for equipment, faculty interest and expertise in reform, and synergistic research efforts - insure that CU is well positioned and committed to successful adaptation and implementation of these proven models. Finally, this grant is resulting in a model of course-wide, sustainable reform that is being disseminated broadly through presentations at AAPT meetings and through appropriate peer-reviewed journals such as AJP.