Bridging the Gap Between High School and College Physics: An Exploratory Study

弥合高中物理和大学物理之间的差距：一项探索性研究

• 批准号: 1020385
• 负责人: Cary Sneider
• 金额: $ 46.33万
• 依托单位: Portland State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-15 至 2013-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020385&HistoricalAwards=false
• 关键词: Bridging; Gap; Between; College; Physics

This exploratory research study will bring together two promising innovations that have the potential to help more students meet high standards and prepare for college and 21st century careers. One innovation is a new high school course entitled Energizing Physics, designed to help students with a wide range of capabilities by applying best practices and presenting a relatively small number of key concepts in depth. Another is the BEAR assessment system, designed to provide frequent formative assessment data to students and teachers. The goal is to develop and test a formative assessment system for Energizing Physics that has the potential to enable all students to learn how to learn physics, so they can succeed in their first physics course in college. Partners include course authors Aaron Osowiecki and Jesse Southwick from Boston Latin School in Boston, Massachusetts, Cary Sneider and graduate students at Portland State University in Portland, Oregon, and assessment specialists Mark Wilson and Karen Draney at the Graduate School of Education, University of California at Berkeley.The project will proceed in five phases. Phase I: During the summer of 2010 project teams from Massachusetts and Oregon will meet with assessment experts in California for training in the BEAR assessment system. Phase II: During the subsequent year the team will collaborate remotely to embed the BEAR system into the course materials, and recruit eight teachers (four in Massachusetts and four in Oregon) who will test the new materials in a variety of high school settings. Phase III: Weeklong workshops will be held in Oregon and Massachusetts during the summer of 2011 to familiarize teachers with the course and assessment system. Phase IV: Teachers will present the course to their students, collect pre-post test data on students' conceptual understanding and problem solving abilities, as well as work samples, and report on successes and challenges. Teams will conduct classroom visits and interview teachers at school sites. Phase V: During the summer of 2012 the teams will analyze the results, modify the course materials as appropriate, and report on findings.Given the substantial body of research on the value of formative evaluation for supporting learning, this exploratory study has the potential to develop a physics course that could help teachers support learning among students with a wide diversity of capabilities. Further, since this research builds on a similar study of the high school course Living by Chemistry, which also uses the BEAR formative evaluation system, it may be possible to generalize ways that high school science courses can be designed to help more students succeed in college science.

这项探索性的研究将汇集两个有前途的创新，有可能帮助更多的学生达到高标准，为大学和21世纪世纪的职业生涯做准备。其中一项创新是开设了一门名为“激发物理学”的新高中课程，旨在通过应用最佳做法和深入介绍相对较少的关键概念，帮助学生掌握广泛的能力。另一个是BEAR评估系统，旨在为学生和教师提供频繁的形成性评估数据。我们的目标是开发和测试激励物理的形成性评估系统，该系统有可能使所有学生学习如何学习物理，以便他们能够在大学的第一门物理课程中取得成功。合作伙伴包括来自马萨诸塞州波士顿拉丁学校的课程作者Aaron Osowiecki和Jesse Southwick，俄勒冈州波特兰的波特兰州立大学的卡里Sneider和研究生，以及加州大学伯克利分校教育研究生院的评估专家Mark Wilson和Karen Draney。该项目将分五个阶段进行。第一阶段：2010年夏天，来自马萨诸塞州和俄勒冈州的项目团队将在加州与评估专家会面，进行BEAR评估系统的培训。第二阶段：在接下来的一年里，该团队将远程合作，将BEAR系统嵌入课程材料中，并招募八名教师（四名在马萨诸塞州，四名在俄勒冈州），他们将在各种高中环境中测试新材料。第三阶段：2011年夏季将在俄勒冈州和马萨诸塞州举办为期一周的讲习班，让教师熟悉课程和评估系统。第四阶段：教师将向学生介绍课程，收集学生概念理解和解决问题能力的前后测试数据，以及工作样本，并报告成功和挑战。小组将进行课堂访问，并在学校采访教师。第五阶段：在2012年夏天，团队将分析结果，适当修改课程材料，并报告调查结果。鉴于形成性评价对支持学习的价值的大量研究，这项探索性研究有可能开发一门物理课程，可以帮助教师支持具有广泛多样性能力的学生的学习。此外，由于这项研究建立在一个类似的研究，高中课程生活的化学，它也使用熊形成性评价系统，它可能是可能的概括方式，高中科学课程的设计，以帮助更多的学生在大学科学取得成功。