Collaborative Research: Helping Engineering Students Transform Their Understanding of Quantum Phenomenon and Devices

合作研究:帮助工科学生转变对量子现象和器件的理解

基本信息

  • 批准号:
    1322734
  • 负责人:
  • 金额:
    $ 20.59万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2013
  • 资助国家:
    美国
  • 起止时间:
    2013-09-01 至 2017-08-31
  • 项目状态:
    已结题

项目摘要

Although physicists have wrestled for decades about how to teach quantum physics to physics majors, little research and development has focused on helping engineering students begin developing the conceptual understandings, problem-solving approaches, and habits of mind they need to become nanotechnology designers or engineers working in the quantum realm. In this project, a collaborative team is (1) refining previously developed curricular modules on quantum physics aimed at sophomore through senior level engineering students, (2) developing extensive supporting materials for instructors, to help them adapt and implement the modules to meet the needs of their students, and (3) doing research and evaluation on students' learning with these materials, across a range of different types of institutions.In refining and assessing the curricular modules, all of which have been classroom tested, the project focuses on students' ontological conceptions about quantum-scale phenomena and devices. "Ontological conceptions" means the ways in which students associate particle or wave (or other) ideas with physical scenarios, and with entities such as electrons, light, photons, and atoms, while solving problems. Ontological conceptions are particularly salient in quantum physics, where experts adeptly juggle "particle" and "wave" pictures of quantum entities, all while remaining aware that quantum entities are completely neither of the two. Prior research shows that expert engineering design and engineering/physics problem-solving, including quantitative problem solving, build on solid conceptual underpinnings and metacognitive sophistication. For this reason, the project studies not only whether students become more sophisticated quantum reasoners, but also how students' conceptions and metacognitive awareness do and do not shift in response to instructional and contextual cues. This research provides insights that inform (1) the refinement of the curricular modules and (2) the creation of supporting materials for instructors, who can better adapt and implement our modules given a well-articulated "theory" and patterns of student reasoning underlying our instructional choices. As part of this research and evaluation, the project is developing on-line assessment tools for probing students' ontological conceptions and problem-solving skills in quantum mechanics. These tools are being used across all participating institutions and also are of more general use to instructors and researchers.Intellectual Merit: Development of assessment tools and of resources for instructors is happening in tandem with the refinement of the curricular modules, all informed by research designed to illuminate mechanisms of learning about the quantum realm. This research combines large-group surveys with detailed video analysis of students using the materials and addressing difficult problems in both classroom and clinical settings. The development of materials is also guided by feedback from faculty focus groups that include engineers engaged in nano-scale work as well as exemplary quantum physics instructors.Broader Impacts: Previous research shows that incorporating collaborative active learning into engineering courses improves not only achievement but also retention, particularly of women and underrepresented minority students. Since students aiming for careers in nanotechnology, surface science, or solid-state materials and devices increasingly need a deep understanding of quantum physics, upper-division modern physics courses aimed primarily at engineering majors are becoming more common. Therefore, by helping such courses incorporate collaborative active learning, this project is increasing both the size and the diversity of the workforce capable of generating and harnessing cutting-edge discoveries at the nano scale.
尽管物理学家们几十年来一直在为如何向物理专业的学生教授量子物理而争论不休,但很少有研究和开发专注于帮助工程学学生开始培养他们成为量子领域的纳米技术设计师或工程师所需的概念理解、解决问题的方法和思维习惯。在这个项目中,一个合作团队正在(1)提炼之前开发的针对大二到高年级工科学生的量子物理课程模块,(2)为教师开发广泛的辅助材料,帮助他们适应和实施这些模块,以满足他们的学生的需求,以及(3)使用这些材料对学生的学习进行研究和评估,跨越一系列不同类型的机构。在完善和评估课程模块时,该项目侧重于学生对量子尺度现象和设备的本体论概念。本体论概念是指学生在解决问题时,将粒子或波(或其他)概念与物理场景、电子、光、光子和原子等实体联系起来的方式。本体论概念在量子物理学中尤为突出,在量子物理学中,专家们熟练地处理量子实体的“粒子”和“波”图像,同时仍然意识到量子实体完全不是这两者。先前的研究表明,专家工程设计和工程/物理问题解决,包括定量问题解决,建立在坚实的概念基础和元认知复杂性的基础上。出于这个原因,该项目不仅研究学生是否变得更复杂的量子推理者,而且研究学生的概念和元认知意识如何随着教学和背景线索的反应而改变。这项研究提供了以下启示:(1)课程模块的改进和(2)教师支持材料的创建,教师可以更好地适应和实施我们的模块,因为我们的教学选择背后有一个清晰的“理论”和学生推理模式。作为这项研究和评估的一部分,该项目正在开发在线评估工具,以探索学生在量子力学方面的本体论概念和解决问题的技能。这些工具正在所有参与机构中使用,对教师和研究人员也有更普遍的用途。智力优势:教师评估工具和资源的开发与课程模块的完善同步进行,所有这些都是由旨在阐明量子领域学习机制的研究提供信息的。这项研究结合了大型团体调查和详细的视频分析,学生使用这些材料,并在课堂和临床环境中解决难题。材料的开发也受到教师焦点小组反馈的指导,这些小组包括从事纳米级工作的工程师和模范量子物理教师。广泛的影响:以前的研究表明,将协作主动学习纳入工程学课程不仅可以提高成绩,还可以提高记忆力,特别是女性和代表性较低的少数族裔学生。由于面向纳米技术、表面科学或固态材料和设备的学生越来越需要对量子物理有深入的了解,主要针对工程专业的高年级现代物理课程正变得越来越普遍。因此,通过帮助这些课程融入协作主动学习,该项目正在增加能够在纳米级产生和利用尖端发现的劳动力的规模和多样性。

项目成果

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Noah Finkelstein其他文献

Noah Finkelstein的其他文献

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{{ truncateString('Noah Finkelstein', 18)}}的其他基金

Collaborative Research: Facilitating Change in Undergraduate STEM: A multidisciplinary, multimethod metasynthesis mapping a decade of growth
合作研究:促进本科生 STEM 的变革:多学科、多方法的综合综合描绘了十年的发展
  • 批准号:
    2201794
  • 财政年份:
    2022
  • 资助金额:
    $ 20.59万
  • 项目类别:
    Continuing Grant
Collaborative Research: Creating Academic Pathways in STEM (CAPS): A Model Ecosystem for Supporting Two-Year Transfer
合作研究:创建 STEM 学术途径 (CAPS):支持两年转学的模型生态系统
  • 批准号:
    1649201
  • 财政年份:
    2017
  • 资助金额:
    $ 20.59万
  • 项目类别:
    Standard Grant
Collaborative Research: Transforming the Evaluation of Teaching: A Study of Institutional Change to Advance STEM Undergraduate Education
合作研究:转变教学评价:推进 STEM 本科教育的制度变革研究
  • 批准号:
    1725959
  • 财政年份:
    2017
  • 资助金额:
    $ 20.59万
  • 项目类别:
    Standard Grant
Collaborative Research: Integrating conceptual reasoning with mathematical formalism: Teaching and assessing mathematical sense-making in quantum mechanics
合作研究:将概念推理与数学形式主义相结合:教学和评估量子力学中的数学意义建构
  • 批准号:
    1625824
  • 财政年份:
    2016
  • 资助金额:
    $ 20.59万
  • 项目类别:
    Standard Grant
Pathways: Measuring the Impact of Participation in Informal STEM Programming on University Students
途径:衡量参与非正式 STEM 编程对大学生的影响
  • 批准号:
    1423496
  • 财政年份:
    2014
  • 资助金额:
    $ 20.59万
  • 项目类别:
    Standard Grant
I3: Towards a Center for STEM Education
I3:迈向 STEM 教育中心
  • 批准号:
    0833364
  • 财政年份:
    2008
  • 资助金额:
    $ 20.59万
  • 项目类别:
    Continuing Grant
CAREER: Physics Education Research and Contexts of Student Learning
职业:物理教育研究和学生学习的背景
  • 批准号:
    0448176
  • 财政年份:
    2005
  • 资助金额:
    $ 20.59万
  • 项目类别:
    Continuing Grant
Implementing Tutorials Sustainably: Restructuring Undergraduate Recitations and Laboratories in Introductory Physics
可持续地实施教程:重组本科生物理导论的背诵和实验室
  • 批准号:
    0410744
  • 财政年份:
    2004
  • 资助金额:
    $ 20.59万
  • 项目类别:
    Standard Grant
NSF-NATO
NSF-北约
  • 批准号:
    9809496
  • 财政年份:
    1998
  • 资助金额:
    $ 20.59万
  • 项目类别:
    Fellowship Award

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合作研究:公平的科学意义建构:帮助教师候选人支持多种学习途径
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    2213127
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合作研究:公平的科学意义建构:帮助教师候选人支持多种学习途径
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