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

互动讲座演示（ILDs）是一种将通常被动的课堂环境转变为更主动的课堂环境的策略。它们已被证明在大学和学院的大型（和小型）物理入门课程中对提高概念学习是有效的。大多数物理领域的ILDs已经在John Wiley和Sons免费发行的《互动讲座演示》一书中发表。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。本项目将ILDs的有效性与PRS的便利性相结合，为物理导论课程开发一系列学习材料。目前正在发展力学（运动学和动力学）和光学（成像和极化）方面的rsild，使现有的ild适应PRS的使用。这些材料正在通过力与运动概念评估（FMCE）和光与光学概念评估（LOCE）在教授物理概念方面的有效性进行测试，最初在俄勒冈大学和塔夫茨大学进行，后来在其他各种机构进行。与物理基础课程一样，PRS-ILDs预计将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。更广泛的影响作为该项目的一部分开发和测试的PRS-ILDs正在通过pi已经提出的广泛的讲座、讲习班和研究所计划向大学级教师的广泛受众传播。由于美国的大多数物理学入门学生都是在课堂上授课，通常是相当大的课程，而且由于许多校园已经有了PRS，因此潜在的影响非常大。在俄勒冈州和塔夫茨大学进行初步测试后，PRS-ILDs将在从PI的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。自从约翰威利父子公司表示有兴趣出版prs - ild以来，可能会有更广泛的传播。如果prs - ild在教授物理概念方面被证明是有效的，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.