Active Learning Strategies for Algebra-based Introductory Physics at UCF

主动学习策略代数为基础的入门物理在UCF物理系在中央佛罗里达大学提出实施双管齐下的活动为基础的课程，在其介绍代数为基础的物理课程，并对比这两个互动的教学与更传统的物理讲座和实验室学习。第一个，已经启动，被称为全工作室（FS），是基于Beichner的显著成功的扩展方法，从传统的物理讲座和实验室设置到一个单一的协作物理工作区丰富的技术和实验工具的显着转变，并被证明是特别有效的实现学生在概念物理学的学习收益，而不牺牲解决问题的能力。第二，更新颖，从传统的讲座/实验室格式不那么突然的过渡，去的名称“ministudios与讲座”（MSL）-独立的物理内容模块，强调解决问题，协作小组工作，实验物理和概念学习，并将与技术增强讲座相协调。 MSL将与FS和传统方法进行比较，包括学生的学习收益、教师采用的便利性、成本以及基于微积分的物理序列的独特性，后者比基于代数的序列有更多的研究。UCF是美国最大的大学之一，拥有超过50，000名多样化的学生，教授的物理学学分比美国其他物理系都多，因此为这些拟议的改进提供了一个很好的试验场。教学模式的其他功能包括“点击器”问题，互动讲座演示，并从研究生教学助理和本科生学习助理，谁接受主动学习技术的定期培训的额外教学支持同伴教学。

Active Learning Strategies for Algebra-based Introductory Physics at UCFThe Department of Physics at the University of Central Florida proposes to implement a two-pronged activity-based curriculum in its introductory algebra-based physics courses, and contrast these two interactive pedagogies with more traditional physics lecture and lab learning. The first, already initiated, is known as full-studio (FS), and is based on the Beichner's notably successful SCALE-UP approach, a marked shift from the traditional physics lecture and laboratory setting to a single collaborative physics workspace rich with technological and experimental tools, and shown to be particularly effective in achieving student learning gains in conceptual physics without sacrificing problem-solving skills. The second, more novel and less abrupt transition from traditional lecture/lab format, goes by the name "ministudios with lectures" (MSL)---self-contained physics content modules which emphasize problem-solving, collaborative group work, experimental physics, and conceptual learning, and will be coordinated with technologically enhanced lectures. MSL will be compared to both the FS and traditional approaches with regard to student learning gains, ease of faculty adoption, cost, and distinctiveness from the calculus-based physics sequence, which has seen considerably more study than the algebra-based sequence. UCF is one of the largest universities in the country, with a diverse student body numbering well over 50,000, and teaching more physics credit hours than most any other US physics department, thus providing an excellent testing ground for these proposed improvements. Additional features of the pedagogical model include Peer Instruction with "clicker" questions, Interactive Lecture Demonstrations, and additional instructional support from Graduate Teaching Assistants and Undergraduate Learning Assistants, who receive regular training in active learning techniques.