Collaborative Research: Open-source physics tutorial worksheets with faculty/TA development and implementation resources

基于研究的教程-精心安排的问题和活动，使小组学生积极学习-产生物理学生对核心概念的理解的巨大收益。然而，在另一个机构实施往往很困难。 即使实施进展顺利，大多数学生仍然认为物理是不相关的事实和公式，学习物理主要是为了记忆信息。为了解决这些问题，一个由研究人员和课程开发人员组成的团队正在改进，在各种各样的机构进行测试，并传播一套教程，这些教程在当地被证明是有效的，有助于促进概念发展和学生对如何学习物理的看法的有利变化。这五个教程涵盖了静电力，电场，电势，以及典型的第一学期课程结束时的两个主题（扭矩和波脉冲传播）。它们以开放源代码的电子文档形式提供，以便教授可以根据自己的课程和学生群体对其进行修改。为了便于实施和支持富有成效的修改，每个教程都链接到一个教师指南，其中包括教程的研究基础和基本原理，常见的学生困难，以及建立在其上的常见的富有成效的学生想法，逐节教学技巧和其他功能。为了帮助助教（TA）的专业发展，这些材料还包括学生使用教程的注释视频剪辑。许多视频剪辑嵌入到视频研讨会，为TA研讨会和类似设置设计的课程计划中。每个视频研讨会都强调了关键的概念问题，并帮助助教更好地解释学生的推理-这是主动学习格式中的一项关键教学技能。这些和其他教程的初步工作使这样的发展成为一个有前途的方式教程被广泛使用成功。智力优点：该团队采取综合的方法来课程和专业发展，通过提供材料，促进自己的实施。此外，教程和附带的教师材料是由一个理论框架来描述认知，一个框架，物理教育研究小组已经开发，并继续在一系列研究项目的发展动画。更广泛的影响：TA/教师开发和实施资源，结合教程的适应性，有助于将协作式主动学习带到更多的物理课程中。这种适应性特别重要，因为最近的结果表明，即使是由模范教师教授的经过良好测试的材料，当以未经修改的形式与来自不同背景的学生一起使用时，也不总是效果很好。

Research-based tutorials - worksheets of carefully ordered questions and activities that engage small groups of students in active learning - produce large gains in physics students' understanding of core concepts. However, implementation at another institution is often difficult. Even when implementation goes smoothly, most students continue to think of physics as disconnected facts and formulas, and of learning physics largely as memorizing information. To address these issues, a team of researchers and curriculum developers is refining, testing at a wide variety of institutions, and disseminating a set of tutorials that has proven effective locally at helping to foster conceptual development and favorable changes in students' views about how to learn physics. The five tutorials cover electrostatic forces, electric fields, electric potential, and two topics from the end of a typical first-semester course (torque and wave pulse propagation). They are provided as open-source, electronic documents, so that a professor can modify them for his or her curriculum and student population. To ease implementation and support productive modifications, each tutorial is linked to an instructor's guide that includes the research base and rationale underlying the tutorial, common student difficulties and also common productive student ideas on which to build, section-by-section teaching tips, and other features. To assist with teaching assistant (TA) professional development, the materials also include annotated video clips of students using the tutorials. Many video clips are embedded into video workshops, lesson plans designed for TA seminars and similar settings. Each video workshop highlights key conceptual issues and helps TAs become better at interpreting students' reasoning - a crucial teaching skill in an active-learning format. Preliminary work on these and other tutorials make such development a promising way for the tutorials to be widely used successfully.Intellectual merit: The team takes an integrated approach to curriculum and professional development, by providing materials that facilitate their own implementation. Also, the tutorials and accompanying instructor materials are animated by a theoretical framework for describing cognition, a framework that the Physics Education Research Group has developed and continues to develop in a series of research projects. Broader impact: The TA/faculty development and implementation resources, combined with the adaptability of the tutorials, help bring collaborative active learning to more physics courses. This adaptability is particularly important in light of recent results showing that even well-tested materials taught by exemplary instructors do not always work well when used in unmodified form with students from very different backgrounds.