Quantum Interactive Learning Tutorials for Advanced Undergraduate Courses

本科高级课程量子互动学习教程

• 批准号: 0855424
• 负责人: Chandralekha Singh
• 金额: $ 18.36万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-15 至 2012-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0855424&HistoricalAwards=false
• 关键词: Quantum; Interactive; Learning; Tutorials; Advanced

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This award supports the continued development, assessment, and dissemination of Quantum Interactive Learning Tutorials (QuILT) for advanced undergraduate courses. QuILTs are based upon a field-tested cognitive apprenticeship model of learning and emphasize modeling, coaching, and scaffolding. The following features of the QuILTs make them particularly suited for the challenging task of teaching quantum physics: (1) They are based upon research in physics education and pay particular attention to cognitive issues. (2) They consistently keep students actively engaged in the learning process by asking them to predict what should happen in a particular situation and then providing appropriate feedback. (3) They employ visualization tools to help students build physical intuition about quantum processes. (4) They attempt to bridge the gap between the abstract quantitative formalism of quantum mechanics and the qualitative understanding necessary to explain and predict diverse physical phenomena. (5) They are based on systematic investigations of difficulties students have in learning various concepts in quantum physics. (6) They can be used in class by the instructors once or twice a week as supplements to lectures or outside of the class as homework or as self-study tool by students. (7) They consist of self-sufficient modular units that can be used in any order that is convenient. To aid instructors, the various concept-based and problem-based QuILT modules will be keyed with most of the common textbooks. However, every effort will be made to ensure that the different modules fit together as a coherent whole and help students organize their knowledge in a hierarchical fashion.

该奖项是根据2009年《美国复苏和再投资法案》(公法111-5)提供资金的。该奖项支持继续为高级本科课程开发、评估和传播Quantum互动学习教程(Quantum Interactive Learning Tutorials)。被子基于经过实地测试的认知学徒学习模式，强调建模、指导和脚手架。被子的以下特点使它们特别适合于教授量子物理的具有挑战性的任务：(1)它们基于对物理教育的研究，特别关注认知问题。(2)通过让学生预测在特定情况下应该发生什么，然后提供适当的反馈，他们始终保持学生在学习过程中的积极参与。(3)他们使用可视化工具来帮助学生建立关于量子过程的物理直觉。(4)他们试图在量子力学抽象的定量形式主义和解释和预测各种物理现象所需的定性理解之间架起一座桥梁。(5)它们是基于对学生在学习量子物理中的各种概念时遇到的困难进行的系统调查。(6)教师可以每周在课堂上使用一到两次，作为讲课的补充，或者在课外作为家庭作业，或者作为学生的自学工具。(7)它们由自给自足的模块单元组成，可以按任何方便的顺序使用。为了帮助教师，大多数常见的教科书都会加入各种基于概念和基于问题的被子模块。然而，将尽一切努力确保不同的模块作为一个连贯的整体结合在一起，并帮助学生以分层的方式组织他们的知识。