Adapting Interactive Lecture Demonstrations (ILDs) for Use with Personal Response Systems (PRS)

物理（13）智力优势互动演示演讲（ILD）是一种将通常被动的演讲环境转变为更主动的策略。它们已被证明是有效的，在提高概念学习的大（和小）介绍物理课程在学院和大学。在物理学的大多数领域的ILD已经出版在书中，交互式讲座演示，由约翰威利和儿子免费分发。个人反应系统（PRS）在美国的大学校园里变得越来越普遍，它们最常用于大型讲座课程，以管理单个概念的概念测试，试图激发学生的兴趣和激励学习。本计画将整合内插式雷射的效能与参考资料系统的便利性，以开发一系列的物理学入门教材。RSILD正在通过调整现有的ILD与PRS一起使用，在力学（运动学和动力学）和光学（图像形成和偏振）方面进行开发。这些材料正在使用力和运动概念评估（FMCE）和光和光学概念评估（LOCE）进行物理概念教学的有效性测试，最初在俄勒冈州大学和塔夫茨大学，后来在各种其他机构。与ILD一样，PRS-ILD预计对来自不同背景的学生和那些对物理准备不足的学生有效。作为该项目的一部分，正在通过项目执行人已经提出的广泛的会谈、讲习班和研究所方案，向大学一级的广大教员传播PRS-ILD。由于美国的大多数物理学入门学生都是在讲座课上学习的，而且通常是相当大的，而且许多校园已经有了PRS，因此潜在的影响非常大。在俄勒冈州和塔夫茨进行初步测试后，PRS-ILD将在从PI传播活动中招募的各种大学、两年制学院和四年制学院实施和测试。由于John Wiley and Sons表示有兴趣出版PRS-ILD，因此可能会进行更广泛的传播。如果PRS-ILD在物理概念教学中被证明是有效的，那么这种策略在其他科学学科中也应该是有用的。

Physics (13) Intellectual MeritInteractive Lecture Demonstrations (ILDs) are a strategy for transforming the usually passive lecture environment into a more active one. They have been proven to be effective in improving conceptual learning in large (and small) introductory physics courses at colleges and universities. ILDs in most areas of physics have been published in the book, Interactive Lecture Demonstrations, distributed free of charge by John Wiley and Sons. Personal Response Systems (PRS) are becoming more ubiquitous on college and university campuses in the U.S. They are most often used in large lecture classes to administer ConcepTests on single concepts, in an attempt to stimulate student interest and motivate learning. This project is combining the efficacy of ILDs with the convenience of PRS to develop a series of learning materials for the introductory physics lecture. RSILDs are being developed in mechanics (kinematics and dynamics) and optics (image formation and polarization) by adapting the available ILDs for use with PRS. These materials are being tested for effectiveness in teaching physics concepts using the Force and Motion Conceptual Evaluation (FMCE) and the Light and Optics Conceptual Evaluation (LOCE), initially at the University of Oregon and Tufts University, and later at a variety of other institutions. Like the ILDs, the PRS-ILDs are expected to be effective for students from diverse backgrounds and for those who are poorly prepared for physics. Broader ImpactsThe PRS-ILDs developed and tested as part of this project are being disseminated to a wide audience of college-level instructors through the extensive program of talks, workshops and institutes already presented by the PIs. Since the majority of introductory physics students in the U.S. are taught in lecture classes, often fairly large ones, and since many campuses already have PRS available, the potential impact is very large. After initial testing at Oregon and Tufts, the PRS-ILDs will be implemented and tested at a variety of universities, 2-year colleges and 4-year colleges recruited from the PI's dissemination activities. Much wider dissemination is likely since John Wiley and Sons has expressed interest in publishing the PRS-ILDs. If the PRS-ILDs prove to be effective in teaching physics concepts, this strategy should also be useful in the other science disciplines.