Enhancing Introductory Physics Sequences Using Forced Response in the Dynamic CELL (Collaborative Educational Learning Laboratory)

物理学（13）.该项目将基于代数和微积分的介绍性物理序列从传统的讲座/实验室格式更改为基于新程序的新主动学习环境，该程序包含强制响应和CELLs的概念。强迫反应要求学生回答一系列问题和评估，旨在确定薄弱环节的开始，整个过程中，并在研究的特定单元结束。CELL（协作教育学习实验室）是学生和教师学习的真正实验室。对于教师的细胞提供了一个机会，研究到学生学习的新领域。这项工作的智力价值解决了科学是什么以及科学应该如何教授。课程完全在CELL中教授，学生不会去单独的房间进行实验室练习。一系列以探究为基础的实践活动联合收割机结合了新课程的讲座/实验部分。该提案的更广泛影响体现在东肯塔基州大学毕业的医生、药剂师和所有中学科学教师身上，他们选择了这两个物理序列中的一个，并加强了对科学的基本理解。

Physics (13). This project changes the algebra and calculus based introductory physics sequences from a traditional lecture/laboratory format to a new active-learning environment based on a new program that incorporates the concepts of Forced Response and CELLs. Forced Response requires students to respond to a series of questions and assessments designed to identify areas of weakness at the beginning, throughout, and at the end of particular units of study. The CELL (Collaborative Educational Learning Laboratory) is employed as a true laboratory for learning by both student and faculty. For faculty the CELL provides an opportunity for research into new areas of student learning. The intellectual merit of the work addresses what science is and how science should be taught. Courses are taught completely in a CELL and students do not go to separate rooms for laboratory exercises. A series of inquiry-based, hands-on activities combine the lecture/laboratory portions of the new course. The broader impact of the proposal is seen in the doctors, pharmacists, and all secondary science teachers graduating from Eastern Kentucky University who take one of these two physics sequences and have a strengthened fundamental understanding of science.