Collaborative Research: Adaptation of University of Minnesota Problem Solving Labs to Introductory Physics Sequence

物理（13）两所大学正合作设立由明尼苏达大学双城分校物理教育研究及发展小组（PERDG）发展的问题解决实验室系统（PSL），供两所校园的物理入门课程使用。UMC的长期目标是将基于视频的PSL整合到适合K-12教师培训的学习模块中。基于视频的实验室和与实验前测验相关的软件正在扩大，以促进远程教育。UND的对应项目利用明尼苏达小组获得的技术专长，在校园的物理入门课程中建立一个PSL系统。特别是，UND正在使用（1）TA培训材料，（2）更有效的协作解决问题的实验室指导，（3）为UND定制的非专业PSL手册版本，（4）计算机化的实验室前测验系统。该项目旨在通过加强学生更积极的参与来增加实验室练习对学生学习的影响。 该项目正在由邻近另一所大学的评估员进行评估。 这项活动的智力价值在于，它正在调查改变实验室教学系统对学生学习的影响，从而在另一所基础设施和限制条件不同的州立大学的背景下评估PSL系统。它通过与已经制定的基线进行比较来做到这一点。该项目通过内容保留问题、学生评估和其他措施解决学生调查发现的弱点。新的系统运用杠杆来达到这些基本点。它的有效性可以用数量来衡量。该项目是通过系统变革实现改进的大规模尝试，其更广泛的影响是，所有服务课程都进入了一个以衡量为基础的渐进改进周期。与密歇根大学和UMC的合作对于获得开发K-12物理教师培训课程和研讨会的知识基础以及开发有效的远程学习课程特别有益。提高了对学生理解的期望，实验室与讲座更紧密地协调。电脑化的实验前测验，如果成功的话，可以推广到更广泛的应用课程。在UND（并非许多中西部大学的典型）实施成功的程度将被分析，并提交一份报告供出版。该项目对妇女参与该部门的工作产生了直接影响（占总助教和项目协调员的25%）。 课程材料可通过互联网在公共领域获得。

Physics (13) The two universities are collaborating to set up the Problem Solving Laboratory system (PSL) developed by the Physics Education Research and Development Group (PERDG) at University of Minnesota-Twin Cities for introductory physics courses at the two campuses. UMC has a long-term goal of integrating videobased PSLs into study modules suitable for K-12 teacher training. Video based labs and software associated with pre-lab quizzes are being expanded to facilitate distance education. The UND counterpart project utilizes technical expertise gained by the Minnesota group to set up a PSL system in introductory physics courses on campus. In particular, UND is using (1) TA training materials, (2) more effective collaborative problem-solving lab instruction, (3) a version of PSL manuals for non-majors customized for UND, (4) a computerized pre-lab quiz system. The project aims to increase the impact of laboratory exercises on student learning by enforcing more active student involvement. The project is being evaluated by an evaluator at another neighboring university. The intellectual merit of the activity is that it is investigating the impact on student learning of changing the laboratory instruction system and thus evaluating the PSL system in the context of another state university with different infrastructure and different constraints. It does this by comparing against a baseline that has already been developed. The project addresses weaknesses uncovered by student surveys with content retention questions, student assessment and other measures. The new system applies leverage to get at these fundamental points. Its effectiveness is amenable to quantitative measurement. The project is a large-scale attempt to bring about improvement through systemic change.Broader impact of the project is that all service courses come under a cycle of measurement-based incremental improvement. Working with U of M and UMC is particularly beneficial for gaining a knowledge base for developing K-12 physics teacher training courses and workshops and also for development of effective distance learning courses.The expectations for student comprehension are raised, and labs are coordinated more closely with lectures. Computerized pre-lab quizzes, if successful, could generalize to wider application in the curriculum. The degree to which the implementation succeeds at UND (not untypical of many Midwestern universities) will be analyzed and a report submitted for publication. The project has direct impact on the involvement of women in the department (25% of GTAs and the project coordinator). Curriculum materials are available in public domain via the internet.