Interactive Video Tutorials for Enhancing Problem Solving, Reasoning and Meta-cognitive Skills of Introductory Physics Students

智力价值：该项目正在开发和评估一套20个交互式视频教程问题，以帮助学习微积分和代数基础课程的物理学入门学生学习有效的解决问题的技巧。有效的解决问题始于定性分析，随后是决策制定、实施、评估和反思阶段。大多数入门级学生不能自动掌握这些技术，需要帮助。学生们在互动的环境中通过具体的例子来学习解决问题的技巧。他们需要解决子问题（研究导向的多项选择题），以显示他们在解决问题的每个阶段的理解水平。多项选择题中的备选选项引出了学生在理解相关概念时经常遇到的困难。更广泛的影响：网络可访问教程的自定进度性质和其中说明的解决问题的方法具有足够的灵活性和适应性，足以满足各种学生的需求，包括那些有风险和需要额外帮助的学生。代表性不足的少数民族、有学习障碍的学生和通常在向教师寻求帮助时更加犹豫或害怕的妇女可能会从这些教程中受益。这些教程既可以帮助学生解决家庭作业中的问题，也可以作为学生自学的工具。他们可以成为研究生助教和教职员工以及高中教师和学生的财富。长期目标是将视频与入门物理序列和教科书相结合。项目的评估来自于课内和课外对照研究，两者相辅相成。这项课外研究比较了使用视频、音频和文字教程的“匹配”学生的表现，以及那些从非教程方式获得相同内容的学生的表现。元认知能力发展的证据可以通过分析学生在访谈过程中的“大声思考”协议来追踪。这项在课堂上进行的研究比较了在自然课堂环境下类似的课堂上，使用辅导课的学生和不使用辅导课的学生的表现。该项目的评估对有意开发远程教育工具的教育工作者很有帮助。

Intellectual Merit: The project is developing and assessing a set of twenty interactive video tutorial-based problems to help introductory physics students in calculus- and algebra-based courses learn effective problem-solving techniques. Effective problem solving begins with a qualitative analysis, followed by decision making, implementation, assessment, and reflection phases. Most introductory students do not acquire these techniques automatically and need help with them. Students are learning problem solving skills using concrete examples in an interactive environment. They are required to solve sub-problems (research-guided multiple-choice questions) to show their level of understanding at every stage of problem solving. The alternative choices in the multiple-choice questions elicit difficulties students commonly have with relevant concepts. Broader Impact: The self-paced nature of the web-accessible tutorials and the problem-solving approach illustrated in them are flexible and adaptable enough to meet the needs of a diverse variety of students including those who are at risk and need extra help. Underrepresented minorities, students with learning disabilities and women who are typically more hesitant or intimidated about asking for help from instructors particularly may benefit from these tutorials. The tutorials can be used both as aids to problem solving in homework assignments and as a self-study tool by students. They can be an asset to the graduate teaching assistants and faculty as well as high-school teachers and students. A longer term goal is to integrate the videos with an introductory physics sequence and textbook. Assessment of the project comes from in-class and out-of-class control studies, which complement each other. The out-of-class study compares the performance of "matched" students using tutorials with the video, audio and text options with each other and against those who receive identical content from non-tutorial means. Evidence for the development of the meta-cognitive ability can be tracked by analyzing students' think-aloud protocol during the interviews. The in-class study compares the performance of students who use tutorials with those who do not use them in similar classes in the natural classroom setting. The evaluation of the project is useful for educators who are interested in developing distance education tools.