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入门课程的开发。这种以学生为中心的教学方法提高了学生的学习能力，并能积极影响学生对物理学本质和学习物理学的态度和信念。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的主题，以实现有效的转变，并改善学生在高年级的学习。这一进程已在CCLI第一阶段项目中开始，试行以研究为基础的做法和方法，开始改变为期两年的高年级物理课程的第一学期。学生的困难进行了调查，教师的学习目标建立，课程材料的开发，包括验证的概念评估工具，一套点击器的问题，和试点每周Tuesday，这是以学生为中心的活动，围绕已知的共同学习困难。 已公布的结果表明，非PER教师在多个实施中的一致性，提高了学生的学习。 本项目正在开发和传播一套完整的高级电力和磁性（EM）的Tuesday，以及相应的评估工具，以及在多个地点的实施和评估。教学内容领域正在确定教师共识的学习目标，学生的困难，和共同的覆盖面。每个教程都包括经过验证的事前事后评估。目前正在编写各种材料，并对不同的学生群体进行评估，同时提供全面的教员支助，以促进采用和改编这些材料。 该项目汇集了课程开发人员，研究人员和教师的跨机构团队。该项目是提高学生掌握这一关键的初级课程，而不需要显着的结构变化，典型的课程或物理专业。所有材料都免费提供。智力价值：该项目使用的开发方法是在研究的坚实基础。它推进PER工作显着扩大了有限的基础上，学生的思维和困难的研究，在上师E M，以及在这一级的研究型课程的实施和采用。该项目团队带来了课程转型的成功历史，这些做法的影响评估，并对可持续和可扩展的改革模式的研究。更广泛的影响：该计划直接影响了八所机构数百名物理专业学生的教育，并在全国范围内传播这些实践。 从材料中，学生有望发展物理学和这些序列中使用的数学和形式主义的基础意义的强大的概念理解。该项目为教师提供资源，以适当地调整材料，以适应当地环境，提高自己的教学专业知识。因此，这些材料可能具有价值、相关性，并且可能对全国大约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.