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

物理教育研究的最大影响之一是基于研究的导论课程的发展。这种以学生为中心的教学法改善了学生的学习，并能积极影响学生对物理本质和学习物理的态度和信念。然而，物理学界仍然需要相应的基础研究、材料、评估、课程和教学指南，以超越介绍性主题，使有效的转变和提高学生在高年级的学习水平。这个过程已经在CCLI的第一阶段项目中开始，通过试点基于研究的实践和方法，开始改变为期两年的高年级物理课程的第一学期。研究人员调查了学生的困难，建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，一套点击题，以及每周一次的试点教程，这些都是以学生为中心的活动，围绕已知的常见学习困难进行开发。公布的结果表明，在非per教师的多个实施中，学生的学习得到了一致的改善。目前的项目正在开发和传播一套完整的高级电学和磁学（E&amp；M）教程，以及相应的评价工具以及在多个地点的实施和评估。教学内容领域由教师共识的学习目标、学生困难和共同覆盖范围确定。每个教程都包括一个经过验证的前后评估。正在开发和评估不同学生群体的材料，并提供全面的教师支持，以促进这些材料的采用和改编。该项目汇集了一个跨机构的课程开发人员、研究人员和教师团队。该项目旨在提高学生对这门关键的初级课程的掌握程度，而不需要对典型课程或物理专业进行重大的结构调整。所有材料都是免费提供的。智力优势：该项目使用了一种基于研究的开发方法。它通过极大地扩展对高年级教育管理学生思维和困难的有限研究基础，以及在这一层次实施和采用研究型课程，来推进PER工作。项目团队带来了课程转型的成功历史，对这些实践影响的评估，以及对可持续和可扩展的改革模式的研究。更广泛的影响：该项目直接影响了八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实践。从这些材料中，学生应该对物理学和这些序列中使用的数学和形式化的基础意义有一个强有力的概念理解。该项目为教师提供资源，使他们能够根据当地环境适当地调整材料，提高他们自己的教学专业知识。因此，这些材料对全国大约750所提供本科物理课程的学院和大学来说是有价值的、相关的和可能有重大意义的。

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.