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

物理 (13) 智力优点互动讲座演示 (ILD) 是一种将通常被动的讲座环境转变为更加主动的策略。事实证明，它们可以有效改善学院和大学大型（和小型）物理入门课程的概念学习。大多数物理领域的 ILD 已在《交互式讲座演示》一书中发表，该书由 John Wiley and Sons 免费发行。个人反应系统 (PRS) 在美国的学院和大学校园中变得越来越普遍。它们最常用于大型讲座课程中，对单个概念进行概念测试，以激发学生的兴趣并激励学习。该项目将 ILD 的功效与 PRS 的便利性相结合，开发一系列物理入门讲座的学习材料。通过将可用的 ILD 与 PRS 结合使用，RSILD 正在力学（运动学和动力学）和光学（图像形成和偏振）方面得到发展。这些材料正在使用力与运动概念评估 (FMCE) 和光与光学概念评估 (LOCE) 来测试物理概念教学的有效性，最初是在俄勒冈大学和塔夫茨大学，后来在其他各种机构进行。与 ILD 一样，PRS-ILD 预计对来自不同背景的学生和物理准备不足的学生有效。更广泛的影响作为该项目的一部分开发和测试的 PRS-ILD 正在通过 PI 已经提出的广泛的讲座、研讨会和机构计划向广大大学教师受众传播。由于美国大多数物理入门学生都是在讲座课程中授课，而且课程规模通常相当大，而且许多校园已经提供 PRS，因此潜在的影响非常大。在俄勒冈州和塔夫茨大学进行初步测试后，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 已表示有兴趣出版 PRS-ILD，因此可能会得到更广泛的传播。如果 PRS-ILD 被证明在教授物理概念方面是有效的，那么这种策略也应该在其他科学学科中有用。

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.