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

调整交互式讲座演示 (ILD) 以与个人响应系统 (PRS) 结合使用

• 批准号: 0633740
• 负责人: David Sokoloff
• 金额: $ 15万
• 依托单位: University of Oregon Eugene
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-05-15 至 2012-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0633740&HistoricalAwards=false
• 关键词: Adapting; Interactive; Lecture; Demonstrations; ILDs

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.

物理(13)智力价值互动授课演示(ILDS)是一种将通常被动的授课环境转变为更积极的授课环境的策略。它们已被证明有效地改善了学院和大学的大型(和小型)入门物理课程的概念学习。大多数物理领域的ILD都发表在由John Wiley父子公司免费分发的《互动讲座演示》一书中。个人反应系统(PR)在美国的大学校园中变得越来越普遍。它们最常用于大型课堂上，用来管理关于单一概念的概念测试，试图激发学生的兴趣和学习动机。该项目将ILDS的有效性与PRS的便利性相结合，为物理入门课程开发了一系列学习材料。通过将现有的激光二极管改编成与可用激光二极管一起使用，正在开发力学(运动学和动力学)和光学(成像和偏振)领域的激光二极管。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)在教授物理概念方面的有效性进行测试，最初是在俄勒冈大学和塔夫茨大学，后来在其他各种机构。与ILDS一样，PRS-ILDS预计将对来自不同背景的学生和那些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PIS已经提供的广泛的讲座、讲习班和机构计划向大学一级教师的广泛受众传播。由于美国大多数入门物理学生都是在课堂上授课，通常是相当大的课堂，而且许多校园已经有了PR，潜在的影响是非常大的。在俄勒冈州和塔夫茨进行初步测试后，将在从PI的宣传活动中招募的各种大学、2年制学院和4年制学院实施和测试PRS-ILDS。由于John Wiley父子公司表示有兴趣出版PRS-ILDS，因此可能会有更广泛的传播。如果PRS-ILDS被证明在教授物理概念方面是有效的，这一策略也应该在其他科学学科中有用。