Collaborative Research: Adaptation of Unversity of Minnesota Problem Solving Labs for the Introductory Physics Sequence

物理学（13）这两所大学正在合作建立由明尼苏达大学双城分校物理教育研究与发展小组（PERDG）开发的问题解决实验室系统（PSL），用于两个校区的物理入门课程。UMC的长期目标是将基于视频的psl纳入适合K-12教师培训的学习模块。正在扩大以视频为基础的实验室和与实验室前测验有关的软件，以促进远程教育。明尼苏达大学的对应项目利用明尼苏达小组获得的技术专长，在校园物理入门课程中建立了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的积极参与，提高实验室练习对学生学习的影响。这个项目正在接受另一所邻近大学的评估人员的评估。该活动的智力价值在于，它正在调查改变实验教学系统对学生学习的影响，从而在另一所具有不同基础设施和不同约束的州立大学的背景下评估PSL系统。它通过与已经开发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了学生调查中发现的弱点。新系统运用杠杆来达到这些基本点。它的有效性是可以量化衡量的。该项目是一项大规模的尝试，旨在通过系统变革实现改善。该项目的更广泛影响是，所有服务课程都处于基于度量的增量改进周期之下。与明尼苏达大学和UMC的合作尤其有利于为开发K-12物理教师培训课程和研讨会以及开发有效的远程学习课程获得知识库。对学生理解能力的期望提高了，实验与讲课的配合也更加紧密。计算机化的实验前测验如果成功，可以推广到课程的更广泛应用。将分析联合国开发计划署（许多中西部大学的典型情况）实施成功的程度，并提交一份报告供出版。该项目对妇女在该部的参与有直接影响（占总干事和项目协调员的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.