Collaborative Research: Investigating Institutional Success at Overcoming Challenges in Algebra-based Studio Physics

这个混合方法研究项目调查了在不同的高等教育机构中，当在高度互动的课堂中实施相同的研究型教学方法时，观察到的学生学习收益变化的令人困惑的问题。本研究调查了基于代数的工作室物理的模型实现，以识别和分析这种教学方法的关键特征。本研究以下列问题为指导。研究问题1：基于代数的工作室物理在各种机构中是如何实施的，针对什么类型的学生？研究问题2：为什么院系以这些方式实现基于代数的工作室物理？研究问题3：哪些因素与学生成绩相关，表明学生的学习成果？基于代数的工作室物理构成了许多参加物理入门课程的学生的物理体验。然而，相对于以微积分为基础的物理工作室，这种物理教学方法仍未得到充分的研究。因此，这项研究利用了一个独特的机会来检验学生的学习成果。本研究考察了不同类型的学生在这种物理教学方法的模型实施中对互动教学策略的反应，以及机构类型如何影响教与学。这一多阶段研究的第一阶段以三所初步院校为基础。其中一个机构报告说，学生在基于代数的工作室物理课程中获得了很高的学习收益。另外两所学校观察到学生的学习收益很低。第一阶段旨在为研究建立基准措施。在第二阶段，研究小组正在检查总共12个使用基于代数的工作室物理的额外机构。这12家机构代表了美国实施这一方法的一系列机构。第二阶段包括的机构为研究团队提供了测试新出现的假设和第一阶段发现的稳健性的环境。具体而言，该项目正在调查(a)不同机构的教师基于代数的工作室物理模型实现的特征，以及(b)参与这些类型课程的学生的特征，以调查和解释观察到的学生学习收益的变化。研究方法包括课堂观察、访谈、调查和学生成绩评估。

This mixed methods research project investigates the puzzling problem of variations in student learning gains that are observed at different institutions of higher education when implementing the same research-based instructional method in highly interactive classrooms. The study investigates model implementations of algebra-based studio physics to identify and analyze the critical features of this instructional method. The study is guided by the following questions. Research Question1: How is algebra-based studio physics implemented at a variety of institutions and for what types of students? Research Question 2: Why are departments implementing algebra-based studio physics in those ways? Research Question 3: What factors are associated with student outcomes that indicate student learning gains? Algebra-based studio physics comprise the physics experience for many students who enroll in introductory physics courses. However, this approach to teaching physics remains understudied relative to calculus-based studio physics. Therefore, the research takes advantage of a unique opportunity to examine student learning gains. The study examines how different types of students respond to interactive teaching strategies in model implementations of this instructional method to teach physics and how institutional types influence teaching and learning. Three initial institutions serve as the basis for Phase 1 of this multi-phase study. One of the institutions has reported high student learning gains in the algebra-based studio physics courses. The other two institutions have observed low student learning gains. Phase 1 is designed to establish baseline measures for the research. During Phase 2 the research team is examining a total of twelve additional institutions that utilize algebra-based studio physics. The twelve institutions represent a range of those in the U.S. implementing this approach. Institutions that are included in Phase 2 provide settings in which the research team tests emergent hypotheses and the robustness of findings from Phase 1. Specifically, the project is investigating (a) characteristics of model implementations of algebra-based studio physics by faculty at different institutions and (b) the characteristics of students engaged in these types of courses, to investigate and explain the observed variations in student learning gains. Research methods include classroom observations, interviews, surveys, and student outcomes assessments.