Active Learning Strategies for Algebra-based Introductory Physics at UCF

加州大学伯克利分校基于代数的入门物理的主动学习策略中央佛罗里达大学物理系建议在其基于代数的入门物理课程中实施双管齐下的以活动为基础的课程，并将这两种互动教学与更传统的物理讲座和实验学习进行对比。第一个已经启动，被称为全工作室(FS)，基于贝克纳显著成功的扩大方法，从传统的物理讲座和实验室环境向拥有丰富技术和实验工具的单一协作物理工作空间的显著转变，并被证明在实现学生在概念物理中的学习收益而不牺牲解决问题的技能方面特别有效。第二种是从传统的讲课/实验室形式转变而来的更新颖、更不突然的形式，名为“带讲课的讲师”(MSL)-强调解决问题、合作小组工作、实验物理和概念学习的自成一体的物理内容模块，并将与技术增强的讲课相协调。MSL将与FS和传统方法在学生学习收益、教师采用的简易性、成本以及与基于微积分的物理序列的区别方面进行比较，后者的研究比基于代数的序列要多得多。加州大学伯克利分校是美国最大的大学之一，学生人数远远超过5万人，物理学分的授课时间比大多数其他美国物理系都要多，因此为这些拟议的改进提供了一个极好的试验场。教学模式的其他特点包括带“点击”问题的同伴教学、互动讲座演示，以及由研究生教学助理和本科生学习助理提供的额外教学支持，他们定期接受主动学习技术的培训。

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.