Collaborative Proposal: nTIPERs - Tools for Learning and Assessment

物理学(13)在理解人们如何学习以及将这种理解应用于课堂实践方面，已经取得了很大的进步。在物理学方面，越来越多的物理教育研究人员记录了学生在各种物理主题上的理解缺陷。这项研究的结果已经被应用于课程的开发，这些课程在提高学生理解方面是相当有效的。然而，这些课程修改中的许多都需要忙碌的教职员工对教学做出实质性的重大改变。这个项目的目标是开发材料，旨在提高入门物理课程中对基本力学的概念性理解。该项目正在创建大量易于管理、随时可用的基础力学(直线和转动运动学、直线和转动动力学、静力学、动量和脉冲、功和能量以及周期运动)的课堂和学生测试材料，可用作课堂材料、课外作业或替代评估。这些TIPERs(受物理教育研究启发的任务)，例如排名任务和反向工作任务，很容易融入现有的课程和教学风格。它们可以用作个人练习，以便有兴趣改进教学的教师可以以递增的方式修改他们的课程。另一项功能是开发课堂投票问题，可以与无线投票设备(点击器)一起使用，也可以与低成本、低技术含量的手持学生投票卡一起使用。这些材料正在几个机构进行测试，并以印刷版和电子版广泛提供。智力优势：该项目提供了采用研究型课程的示范途径。在所有STEM学科中，一些部门将能够全力以赴地采用新课程。然而，重要的是为不在这些系中的个别教员提供一种手段，通过使用促进概念理解从而改善学习的材料，将教育研究的结果纳入他们的课堂。NTIPERs(主要基于牛顿物理学的力学TIPERs)材料以物理教育研究为基础，促进对重要主题更好的概念性理解。更广泛的影响：这项努力是两年制学院和大学物理教师之间的合作，这些教师来自拥有不同学生群体的机构。由于力学是几乎所有入门物理课程的基石，这些材料适用于全国各地的中学、两年制大学和学院/大学课程。通过促进采用以研究为基础的教育材料，该项目有助于提高对力学的基本概念、原理和关系的科学理解水平，这些基本概念、原理和关系对于深入理解物理世界至关重要。

Physics (13) There has been much progress made toward understanding how people learn, and in applying this understanding to classroom practice. In physics, a growing community of physics education researchers has documented deficits in student understanding in a variety of physics topics. The results of this research have been applied to the development of curricula that are measurably effective at improving student understanding. However, many of these curricular modifications require that busy faculty members make substantial and major changes to instruction. The goal of this project is to develop materials intended to enhance conceptual understanding of basic mechanics in introductory physics courses. The project is creating a large collection of easy-to-administer, ready-to-use, classroom and student-tested materials in basic mechanics (linear and rotational kinematics, linear and rotational dynamics, statics, momentum and impulse, work and energy, and periodic motion) that can be used as classroom materials, as out-of-class assignments, or as alternative assessments. These TIPERs (Tasks Inspired by Physics Education Research), such as Ranking Tasks and Working Backwards Tasks, are easily incorporated into existing courses and teaching styles. They may be used as individual exercises so that instructors who are interested in improving instruction can modify their courses in an incremental manner. An additional feature is the development of classroom polling questions to be used either with wireless polling devices ('clickers') or with low-cost, low tech, hand-held student polling cards. The materials are being tested at several institutions and made widely available in both print and electronic versions. Intellectual merit: This project provides a model pathway to the adoption of research-based curricula. In all STEM disciplines, some departments will be able to plunge into wholesale adoption of new curricula. However, it is important to provide a means for individual faculty who are not in such departments to incorporate the results of education research into their classrooms through use of materials that promote conceptual understanding and thus improve learning. The nTIPERs (mechanics TIPERs based primarily on Newtonian physics) materials are based on physics education research and foster improved conceptual understanding of important topics. Broader impacts: This effort is a collaboration between two-year college and university physics faculty from institutions that have diverse student populations. Since mechanics is the cornerstone of almost all introductory physics courses, these materials are applicable to secondary, two-year college, and college/university courses throughout the country. By facilitating the adoption of research-based educational materials, this project is helping to improve the level of scientific understanding of the fundamental concepts, principles, and relations of mechanics that are critical to a robust understanding of the physical world.