Active Learning Strategies for Algebra-based Introductory Physics at UCF

中佛罗里达大学物理系建议在其基于代数的物理入门课程中实施双管齐下的基于活动的课程，并将这两种互动教学法与更传统的物理讲座和实验室学习进行对比。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SCALE-UP方法，从传统的物理讲座和实验室设置到一个具有丰富的技术和实验工具的单一协作物理工作空间的显著转变，并被证明在不牺牲解决问题的能力的情况下，在实现学生在概念物理方面的学习成果方面特别有效。第二种，从传统的讲座/实验室模式转变过来，更新颖、更不突兀，被称为“迷你讲座”（MSL）——独立的物理内容模块，强调问题解决、团队合作、实验物理和概念学习，并将与技术增强的讲座相协调。MSL将在学生学习收益、教师采用的便利性、成本和基于微积分的物理序列的独特性方面与FS和传统方法进行比较，基于微积分的物理序列比基于代数的序列得到了更多的研究。UCF是美国最大的大学之一，拥有超过5万名学生，并且比大多数其他美国物理系教授更多的物理学分，因此为这些提出的改进提供了一个很好的试验场。该教学模式的其他特点包括“点击”问题的同伴指导，互动讲座演示，以及研究生教学助理和本科生学习助理的额外教学支持，他们定期接受主动学习技巧的培训。

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.