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

物理(13)两所大学正在合作建立问题解决实验室系统(PSL)，该系统由明尼苏达双城大学物理教育研究和发展小组(PERDG)开发，用于两个校区的入门物理课程。联华电子有一个长期目标，将基于视频的PSL整合到适合K-12教师培训的学习模块中。基于视频的实验和与实验前测验相关的软件正在扩展，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，在校园物理入门课程中建立PSL系统。特别是，联合国开发计划署正在使用(1)助教培训材料，(2)更有效的协作解决问题的实验室教学，(3)为联合国开发计划署定制的非专业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。附近另一所大学的一名评估员正在对该项目进行评估。这项活动的学术价值在于，它正在调查改变实验室教学系统对学生学习的影响，从而在另一所具有不同基础设施和不同限制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实现这一点。该项目解决了学生调查发现的弱点，包括内容保留问题、学生评估和其他措施。新的体系运用杠杆手段来抓住这些基本点。它的有效性是要定量衡量的。该项目是一项通过系统变革带来改进的大规模尝试。该项目的广泛影响是，所有服务课程都处于基于测量的增量改进的循环中。与密歇根大学和密歇根大学合作，尤其有利于为开发K-12物理教师培训课程和讲习班以及开发有效的远程学习课程获得知识基础。提高了对学生理解的期望，实验室与课程更紧密地协调。计算机化的实验前测验如果成功，可能会在课程中得到更广泛的应用。将对联合国开发计划署(在许多中西部大学中并不少见)的实施成功程度进行分析，并提交一份报告以供出版。该项目对妇女在该部的参与有直接影响(25%的GTA和项目协调员)。课程材料可通过互联网在公共领域内获得。

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.