Collaborative Proposal: nTIPERs - Tools for Learning and Assessment

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展。在物理方面，越来越多的物理教育研究人员已经记录了学生对各种物理主题理解的缺陷。这项研究的结果已应用于课程的开发，这些课程在提高学生的理解方面具有可衡量的有效性。然而，许多课程的修改需要忙碌的教师对教学进行实质性和重大的改变。本计画的目标是在物理导论课程中，开发旨在增进对基本力学概念理解的材料。该项目正在创建大量易于管理、随时可用、课堂和学生测试的基础力学材料（线性和旋转运动学、线性和旋转动力学、静力学、动量和脉冲、功和能量、周期运动），这些材料可以用作课堂材料、课外作业或替代评估。这些TIPERs（受物理教育研究启发的任务），如排名任务和向后工作任务，很容易融入现有的课程和教学风格。它们可以作为单独的练习，以便对改进教学感兴趣的教师可以以增量的方式修改课程。另一个特点是开发课堂投票问题，这些问题可以通过无线投票设备（“点击器”）或低成本、低技术含量的手持学生投票卡来使用。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：该项目为采用研究型课程提供了一个示范途径。在所有STEM学科中，一些院系将能够大规模采用新课程。然而，重要的是要为不在这些系的个别教师提供一种手段，通过使用促进概念理解的材料，将教育研究成果纳入他们的课堂，从而改善学习。nTIPERs（主要基于牛顿物理学的力学TIPERs）材料基于物理教育研究，并促进对重要主题的概念理解。更广泛的影响：这项工作是两年制学院和大学物理学院之间的合作，这些学院的学生群体各不相同。由于力学是几乎所有物理入门课程的基础，这些材料适用于全国各地的中学、两年制学院和学院/大学课程。通过促进以研究为基础的教育材料的采用，该项目有助于提高对力学基本概念、原理和关系的科学理解水平，这些概念、原理和关系是对物理世界的有力理解的关键。

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.