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

以研究为基础的教程——精心安排的问题和活动的工作表，让学生小组积极学习——在物理学生对核心概念的理解方面产生了很大的收获。然而，在另一个机构实施通常是困难的。即使实施顺利，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，并传播一套已被证明有效的教程，这些教程有助于促进概念发展，并有利于学生对如何学习物理的看法的改变。五个教程涵盖静电力、电场、电势，以及两个典型的第一学期课程结束时的主题（扭矩和波脉冲传播）。它们是作为开源的电子文档提供的，因此教授可以根据他或她的课程和学生群体修改它们。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、常见的学生困难和常见的学生的想法，以及逐节教学技巧和其他功能。为了帮助助教（TA）的专业发展，教材还包括学生使用教程的注释视频剪辑。许多视频剪辑被嵌入到视频工作坊中，为助教研讨会和类似的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——这是主动学习模式下的一项重要教学技能。这些教程和其他教程的前期工作使这种开发成为教程成功广泛应用的有希望的途径。智力优势：团队通过提供有利于他们自己实现的材料，采取了课程和专业发展的综合方法。此外，教程和随附的讲师材料是由描述认知的理论框架所激活的，这是物理教育研究小组在一系列研究项目中开发并继续开发的框架。更广泛的影响：助教/教师开发和实施资源，结合教程的适应性，有助于将合作主动学习带到更多的物理课程中。这种适应性尤其重要，因为最近的研究结果表明，即使是由模范教师教授的经过充分测试的材料，如果以未经修改的形式用于来自不同背景的学生，也不一定奏效。

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.