Transforming Modeling Instruction: Developing Curriculum Materials for Faculty Adoption

转变建模教学：开发供教师采用的课程材料

• 批准号: 1140706
• 负责人: Eric Brewe
• 金额: $ 20万
• 依托单位: Florida International University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-15 至 2017-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1140706&HistoricalAwards=false
• 关键词: Transforming; Modeling; Instruction; Developing; Curriculum

This project is developing a comprehensive set of learning materials to implement Modeling Instruction in introductory university mechanics in order to enable faculty at other universities to adopt Modeling Instruction. Modeling Instruction for Universities (MI-U) has transformed Florida International University's (FIU's) introductory physics sequence over the past 8 years, as evidenced by significantly improved conceptual understanding, a reduction of the DFW rate in introductory physics, and an increase in favorable attitudes as measured by the CLASS. MI-U is also one of several coordinated efforts that has contributed to a large increase in the number of intended and declared physics majors.MI-U is distinct from other course transformations in introductory physics because the content of the course is organized around the fundamental models in physics and implements an explicit Nature of Science theme. MI-U engages students as scientists by replicating the model-building and model-based reasoning experiences of practicing scientists. MI-U incorporates Modeling Discourse Management (MDM), which is a set of tools for structuring student-centered discourse that is essential for promoting student-centered instruction. Further, MI-U has evidence to support the claim that the MI-U learning environment is inclusively supportive of students from historically underrepresented groups. Materials developed include: in-class labs and worksheets to enable model development, homework and assessment activities, and instructor implementation materials (including a comprehensive teaching guide and video training library). The project is augmenting the existing collection of student activities and teacher notes and transforming the materials into a collection suitable for dissemination to adopting faculty. There is also a video library of student learning episodes so that faculty may easily envision and model the pedagogical approach. The project is developing the complete curriculum for the first semester of introductory physics, provided online in an editable format. Local dissemination is supported, in part, through the HHMI FIU Faculty Scholars project. National dissemination is through partnerships with established physics reform networks including PhysTEC and the AAPT/APS/AIP New Faculty Workshops, as well as through conferences. Intellectual Merit: The intellectual merit is to create dissemination-ready learning materials that enable faculty to adopt and implement Modeling Instruction that has been shown to establish an inclusive learning environment. Students in MI-U courses have shown improved content knowledge, better attitudes toward learning science, and improved success rates. These materials draw on the broad knowledge base of research on teaching and learning and many years of implementation experience by the project team. The project is also continuing to advance the knowledge base in physics education research through peer-reviewed research publications. Broader Impacts: The broad impacts of this project are to establish, for wide adoption, Modeling Instruction learning materials which have been shown to be effective at creating supportive, inclusive learning environments with historically underrepresented student groups. In partnership with the Director of Education and Diversity at the American Physical Society, the course materials are being distributed to faculty at AAPT-APS-AIP-sponsored New Faculty Workshops. These workshops have a demonstrated record of success of faculty implementing reformed teaching practices, and thus the MI-U curriculum materials can reach a broad base of new faculty impacting large numbers of students.

该项目正在开发一套全面的学习材料，在介绍大学力学中实施建模教学，以便使其他大学的教师能够采用建模教学。大学建模教学（MI-U）已经改变了佛罗里达国际大学（FIU）的介绍物理序列在过去的8年中，证明了显着提高概念的理解，DFW率在介绍物理的减少，并增加有利的态度，通过类测量。MI-U也是几个协调的努力之一，这有助于在预期和申报的物理学专业的数量大幅增加。MI-U是不同于其他课程的介绍物理学的转变，因为课程的内容是围绕物理学的基本模型组织，并实现了明确的自然科学的主题。MI-U通过复制实践科学家的模型构建和基于模型的推理经验来吸引学生成为科学家。MI-U结合了建模话语管理（MDM），这是一套用于构建以学生为中心的话语的工具，对于促进以学生为中心的教学至关重要。此外，MI-U有证据支持这样的说法，即MI-U的学习环境对来自历史上代表性不足的群体的学生具有包容性。编写的材料包括：课堂实验室和培训课程，以支持模型开发、家庭作业和评估活动，以及教师实施材料（包括全面的教学指南和视频培训库）。该项目正在扩大现有的学生活动和教师笔记集，并将这些材料转化为适合向采用这些材料的教师分发的材料集。还有一个学生学习片段的视频库，以便教师可以很容易地设想和模拟教学方法。该项目正在为物理学导论第一学期开发完整的课程，以可编辑的格式在线提供。地方传播部分通过HHMI FIU教师学者项目得到支持。通过与包括PhysTEC和AAPT/APS/AIP新教员讲习班在内的已建立的物理学改革网络的伙伴关系以及通过会议在全国范围内传播。智力优势：智力的优点是创建传播准备学习材料，使教师采用和实施建模教学已被证明建立一个包容性的学习环境。MI-U课程的学生表现出更好的内容知识，更好的学习科学的态度，并提高成功率。这些材料借鉴了教学研究的广泛知识基础和项目小组多年的实施经验。该项目还通过同行评审的研究出版物继续推进物理教育研究的知识基础。更广泛的影响：这个项目的广泛影响是建立，广泛采用，建模教学学习材料已被证明是有效的，在历史上代表性不足的学生群体创建支持性，包容性的学习环境。在与教育和多样性在美国物理学会主任的伙伴关系，课程材料正在分发给教师在AAPT-APS-AIP赞助的新教师研讨会。这些研讨会有教师实施改革教学实践的成功证明记录，因此MI-U课程材料可以达到新教师的广泛基础，影响大量学生。