RealTime Physics Labs for UCF

物理(13)。本项目在以微积分为基础的物理导论课程中实施了一个新的探究性课程，以提高学生对力学、热力学、电学、磁学和光学的概念理解。两个经过验证的课程，课堂课程中的交互式讲座演示和实验室课程中的实时物理，按照设计实施，但在内容和主题涵盖的日期方面更加紧密地结合在一起。学生获得概念性知识、解决问题的能力和对学习的感知。在概念性的实验活动之后，实验课程中立即增加了复习部分，集中于像解决问题的专家那样应用概念，而不是算法解决方案。开放式的合作项目要求学生将他们所学的物理概念应用到非常具体的应用中，以建立学生之间的社区意识，鼓励卓越，并帮助学生看到抽象课堂物理与现实世界之间的联系。与学院教学中心合作，一个补充的研究生助教准备项目训练研究生如何实施新课程并促进有效的学生学习。本科学生顾问小组向学生征求意见，以设计和评估实施项目。标准化的物理教育研究评估工具与形成性和总结性调查一起使用，以记录学生对学习物理的观念收获和态度和信念的变化。该提案的智力价值在于建立了一种方法，使STEM专业学生在物理入门课程中对基础物理有更深入、连贯的理解和欣赏，从而积极塑造学生对学习物理的态度和信念。这个项目的更广泛的影响在于传播在大城市大学实施这些经过验证的课程所获得的经验教训。

Physics (13). This project implements a new inquiry-based curriculum in introductory calculus-based physics courses to enhance student conceptual understanding of mechanics, thermodynamics, electricity, magnetism, and optics. Two proven curricula, Interactive Lecture Demonstrations in the lecture courses and RealTime Physics in the laboratory courses, are implemented as they were designed but are more tightly integrated in terms of the content and the dates that topics are covered. Students gain in conceptual knowledge, in problem solving abilities, and their perception of learning. A recitation component is added to the laboratory course immediately after the conceptual laboratory activities and concentrates on applying concepts as an expert problem-solver does rather than on algorithmic solutions. Open-ended, collaborative projects that require students to apply the physical concepts that they have learned to very concrete applications are added to build a sense of community among students, encourage excellence, and help students see connections between abstract classroom physics and the real world. In collaboration with the Faculty Center for Teaching and Learning, a supplemental Graduate Teaching Assistant preparation program trains graduate students how to implement the new curricula and facilitate effective student learning. An Undergraduate Student Advisory Panel solicits student input for design and assessment of the implementation project. Standardized physics education research assessment instruments are used with formative and summative surveys to document student conceptual gains and changes in attitudes and beliefs about learning physics. The intellectual merit of this proposal is in the establishment of a means for deeper, coherent understanding of and appreciation for fundamental physics among STEM majors in the introductory physics courses that leads to positively shaping of the students' attitudes and beliefs about learning physics. The broader impacts of this project are in the dissemination of lessons that are learned as a consequence of implementing these proven curricula at a large metropolitan university.