Developing research-based Tutorials in Upper-division Electricity and Magnetism

物理教育研究的最大影响之一是开发了基于研究性的入门课程。这种以学生为中心的教学改善了学生的学习，并可以积极地影响学生对物理本质和学习物理的态度和信念。然而，物理学界仍然需要一个相应的研究、材料、评估、课程和教学指南的基础，这些基础超越了介绍性主题，以允许有效的转变和改善学生在高年级的学习。这一过程已经在CCLI第一阶段项目中开始，通过试点基于研究的实践和方法，开始改造两门为期一年的高级物理课程的第一学期。调查了学生的困难，确立了教师的学习目标，并开发了课程材料，包括经过验证的概念评估工具、一套点击问题和试点每周教程，这些都是围绕已知的常见学习困难开发的以学生为中心的活动。公布的结果表明，非每名教师在多个实施方案中一致、改善了学生的学习。本项目正在开发和传播一整套高级电学和磁学(E&Amp；M)教程，以及相应的评估工具，并在多个地点进行实施和评估。教师正在确定辅导内容领域--一致的学习目标、学生困难和共同的覆盖面。每个教程都包括经过验证的事后评估。目前正在与不同的学生群体一起编写和评估教材，并提供全面的教师支持，以促进这些教材的采用和改编。该项目汇集了一个由课程开发人员、研究人员和教师组成的跨机构团队。该项目正在提高学生在这门关键的初级课程中的掌握，而不需要对典型课程或物理专业进行重大的结构性改变。所有材料都是免费提供的。智力优势：该项目使用了一种以研究为基础的开发方法。它通过显著扩展关于学生思维和高级教育与管理中的困难以及在这一级别实施和采用以研究为基础的课程的有限研究基础，来推进每项工作。项目团队带来了课程转型的成功历史，对这些做法的影响进行了评估，并研究了可持续和可扩展的改革模式。更广泛的影响：该项目直接影响了8所院校数百名物理专业学生的教育，并正在全国范围内传播这些做法。从这些材料中，学生们应该对物理以及这些序列中使用的数学和形式主义的基本含义有一个强有力的概念理解。该项目为教师提供资源，使他们能够适当地调整材料以适应当地环境，提高他们自己的教学专业知识。因此，这些材料可能具有价值、相关性，并可能对全国大约750所提供本科物理课程的学院和大学产生重大兴趣。

One of the greatest impacts of physics education research has been the development of research-based introductory curricula. Such student-centered pedagogies improve student learning and can positively impact student attitudes and beliefs about the nature of physics and learning physics. The physics community is, however, still in need of a corresponding base of research, materials, assessments, curricula, and teaching guides that move beyond the introductory topics, to allow effective transformations and improved student learning at the upper-division level. This process has begun in a CCLI phase I project, by piloting research-based practices and approaches to begin transforming the first semester of two year-long upper-division physics courses. Student difficulties were investigated, faculty learning goals established, and curricular materials were developed, including validated conceptual assessment tools, a suite of clicker questions, and pilot weekly Tutorials, which are student-centered activities, developed around known common learning difficulties. Published outcomes demonstrate consistent, improved student learning across multiple implementations by non-PER faculty. The present project is developing, and disseminating a complete suite of Tutorials in upper-division electricity and magnetism (E&M), with corresponding evaluation tools as well as implementation and assessment at multiple sites. Tutorial content areas are being identified by faculty-consensus learning goals, student difficulties, and common coverage. Each tutorial includes a validated pre-post assessment. Materials are being developed and evaluated with diverse student populations, and comprehensive instructor support is provided to facilitate adoption and adaptation of these materials. The project brings together a cross-institutional team of curriculum developers, researchers, and faculty. The project is improving student mastery in this critical junior-level course, without requiring significant structural changes to typical courses or to the physics major. All materials are being made freely available. Intellectual merit: The project uses a development methodology that is strongly grounded in research. It advances PER work by significantly extending the limited base of research on student thinking and difficulties in upper-division E&M as well as on implementation and adoption of research-based curricula at this level. The project team brings a successful history of course transformation, evaluation of the impact of these practices, and research on sustainable and scaleable models of reform. Broader impacts: This program directly impacts the education of hundreds of physics majors at eight institutions and is disseminating these practices across the nation. From the materials, students are expected to develop a robust conceptual understanding of the physics and of the underpinning meaning of the mathematics and formalisms used in these sequences. This project provides resources for faculty to appropriately adapt material to their local environments, improving their own pedagogical expertise. Thus, the materials can be of value, relevance and likely significant interest to the roughly 750 colleges and universities in the nation that offer undergraduate physics programs.