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

物理（13）这一全面的努力集中在改进传统的背诵部分和实验室在介绍微积分为基础的物理序列。 这样的实验室和背诵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，以华盛顿大学的物理入门教程的形式证明的解决方案需要大学的要求，而这些要求不能立即提供--特别是，充分准备的教师或助教的数量和培训。 这种适应和实施的努力创造了一个长期的解决方案，通过制度化一个统一的，改造的课程经验，最终不需要比目前分配的大学更多的资源。 集合的研究团队正在实施《物理导论》的复习课，这是对传统物理复习课研究最深入、应用最广泛、效果最好的改革。 这些改革与使用马里兰州的活动为基础的物理学，强调意义和实验，与学生的物理概念掌握和学生的期望，它意味着学习物理的目标显着改善修改实验室序列。 值得注意的是，这些转变是由一个新的先进的物理教学和学习课程的支持和维持。 新的物理课程，教与学物理，是仿照一个行之有效的活动，旨在培养高年级本科生和研究生在物理教育研究和改革。 该课程包括一个“实习”部分，学生作为学习助理（LA），以补充部门指定的教学助理。 三个CU物理教师领导这一努力：教学讲座课程序列，调整教程，重组实验室，并实施过程中教和学物理。 本研究旨在评估这些改革在提升学生概念掌握、学生期望、研究生效能与理解、课程结构形成与制度化等方面的成效。 当地的补充资源-资金设备，教师的兴趣和专业知识的改革，协同研究工作-确保CU是定位良好，并致力于成功适应和实施这些行之有效的模式。 最后，这笔赠款正在产生一个课程范围内的可持续改革模式，该模式正在通过AAPT会议上的演讲和通过AJP等适当的同行评审期刊广泛传播。

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.