Collaborative Research: Multimedia modules for physics instruction in a flipped classroom course for pre-health and life science majors.

协作研究：针对健康前和生命科学专业的翻转课堂课程中的物理教学多媒体模块。

• 批准号: 1431292
• 负责人: Charles Thomas
• 金额: $ 4万
• 依托单位: Oregon Health & Science University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1431292&HistoricalAwards=false
• 关键词: Collaborative; Research; Multimedia; modules; physics

The President's Council of Advisors on Science and Technology (PCAST) points out that the first two years in college are the most critical for recruitment and retention of students in STEM fields and advocates widespread adoption of empirically validated practices to address concerns. A concern is that the medical field has and continues to evolve rapidly and physics education has not kept abreast of these changes. Introductory physics for the life sciences (IPLS) courses are outdated and pre-medical education is perceived to be neither coherent nor well-structured. There is currently little research-validated teaching material available for undergraduate medical physics courses emphasizing the key physics concepts underlying clinical and biomedical research equipment. There is general agreement that the science content in the current curriculum needs revision in order to improve the education of future healthcare professionals on relevant science competencies, skills, and learning habits. This project is timely and nicely complements other national efforts designed to create and share effective models for teaching interdisciplinary science. Project NEXUS (National Experiment in Undergraduate Science Education) a four year project, funded by HHMI in which four universities together will create a curriculum that connects biology with physics, mathematics and chemistry. A session at the American Association of Physics Teachers (AAPT)Annual Meeting entitled "Physics in a Biological Context" included a summary of "Three Opportunities to Explore the Intersection of Biology and Physics: Research and Education" together with a report from an NSF funded March 2014 AAPT Conference on Introductory Physics for the Life Sciences(IPLS), which resulted in recommendations on many topics related to IPLS courses including enhancing IPLS courses with research-based instructional strategies. A 2014 Gordon Research Conference on Physics Research and Education was focused on "The Complex Intersection of Biology and Physics." In response to these challenges,the project team from Portland State University,the Oregon Health and Science University and North Dakota State University will in this 3-year project,develop research-validated multimedia materials for introductory physics for life sciences (IPLS) courses to be offered to life science majors and pre-health students. Ten multimedia modules on the biomedical applications of physics will be developed. These modules will demonstrates how physicians and biomedical researchers integrate fundamental physics concepts into the current medical technologies they utilize in their profession. Special attention will be paid to developing materials that can assist physics instructors in learning unfamiliar biomedical topics. Alternative approaches identified by physics education research will be utilized to lead to better learning outcomes, including: flipped classroom instruction, peer lead team learning and interactive lecture demonstrations. The proposed course will include these innovations and provide an approach to physics that is designed to be useful to students in their later careers. A pivotal research component of this project will be the assessment of the effectiveness of the material. Extensive formative and summative assessment will be completed to measure impacts on student learning with in-class assessment tools. Formative assessment will be informed by the frequent and ongoing monitoring of student learning that provides rapid feedback to students on their performance. Online free lecture questions will be designed as formative assessments to provide feedback for the instructor about their students' understanding of biomedical and physics content of the expert videos. The course assessment involves several main activities that include the analysis of log data using the smartPhysics Framework (spF), pre-post-knowledge tests of individual modules and the complete Physics in Medicine course, a self-reflection assignment for students, classroom observations and videotaped exit interviews. The effect of instruction on attitudes in all introductory general physics courses and Physics in Medicine will be investigated using the Colorado Learning Attitudes about Science Survey (CLASS), student surveys and videotaped focus group interviews. Revisions to materials after each implementation will ensure effectiveness and research-validated content at the end of the funding. Two intentional feedback loops providing data about the course materials will be built into the project. The first will be an expert review of the course modules by advisory board members. The second will be the suite of assessment activities built into and being developed for the project. The evaluator will utilize information from the knowledge pre-post tests, log data, memory, matrices, and minute papers to evaluate how students are tracking on course objectives and what areas of improvement are necessary. Each of these feedback loops will require monitoring of both timeliness and quality of feedback. The evaluator will work with the project leadership to improve feedback mechanisms and other aspects of the project plan as needed, in response to formative evaluation findings. Assessment materials are a key product and will be shared together with instructional materials with the education community.

总统科学技术顾问理事会（PCAST）指出，大学的前两年是STEM领域学生招聘和保留的最关键阶段，并倡导广泛采用经验验证的做法来解决问题。令人关切的是，医学领域已经并将继续迅速发展，物理教育没有跟上这些变化。 生命科学物理学入门课程已经过时，医学预科教育被认为既不连贯，也没有良好的结构。目前几乎没有研究验证的教学材料可用于本科医学物理课程，强调临床和生物医学研究设备的关键物理概念。 人们普遍认为，目前的课程中的科学内容需要修改，以提高未来的医疗保健专业人员的相关科学能力，技能和学习习惯的教育。这个项目是及时的，很好地补充了其他国家的努力，旨在创建和分享跨学科科学教学的有效模式。NEXUS项目（本科科学教育国家实验）是一个为期四年的项目，由HHMI资助，其中四所大学将共同创建一个将生物学与物理，数学和化学联系起来的课程。在美国物理教师协会（AAPT）年会上，题为“生物背景下的物理学”的会议包括“探索生物学和物理学交叉点的三个机会：研究与教育”以及NSF资助的2014年3月AAPT生命科学入门物理会议（IPLS）的报告，这导致了许多与IPLS课程相关的主题的建议，包括加强IPLS课程与研究为基础的教学策略。2014年戈登物理研究和教育研究会议的重点是“生物学和物理学的复杂交叉点。" 为了应对这些挑战，来自波特兰州立大学、俄勒冈州健康与科学大学和北达科他州州立大学的项目团队将在这个为期3年的项目中，为生命科学专业和健康预科学生提供的生命科学物理学入门（IPLS）课程开发经过研究验证的多媒体材料。 将编制十个关于物理学在生物医学方面的应用的多媒体单元。 这些模块将演示医生和生物医学研究人员如何将基本物理概念整合到他们在专业中使用的当前医疗技术中。 将特别注意开发可以帮助物理教师学习不熟悉的生物医学主题的材料。 物理教育研究确定的替代方法将被用来导致更好的学习成果，包括：翻转课堂教学，同伴领导团队学习和互动讲座演示。 拟议的课程将包括这些创新，并提供一种旨在对学生以后的职业生涯有用的物理学方法。 该项目的一个关键研究部分将是评估材料的有效性。 我们将完成广泛的形成性和总结性评估，以衡量对学生学习的影响与课堂评估工具。 形成性评估将通过对学生学习的频繁和持续监测来提供信息，并向学生提供有关其表现的快速反馈。 在线免费讲座问题将被设计为形成性评估，为讲师提供有关学生对专家视频的生物医学和物理内容的理解的反馈。 课程评估涉及几个主要活动，包括使用smartPhysics框架（spF）分析日志数据，各个模块的前后知识测试和完整的医学物理课程，学生的自我反思任务，课堂观察和录像离职面谈。 在所有介绍性普通物理课程和医学物理的教学态度的影响将使用科罗拉多学习态度科学调查（CLASS），学生调查和录像焦点小组访谈。 每次实施后对材料的修订将确保在资助结束时的有效性和经研究验证的内容。 两个有意的反馈回路提供有关课程材料的数据将内置到项目中。 第一项是由咨询委员会成员对课程单元进行专家审查。 第二个方面将是项目中所包含和正在为项目开发的一套评估活动。 评估员将利用知识的信息，前后测试，日志数据，内存，矩阵，和分钟的文件，以评估学生是如何跟踪课程目标和哪些方面的改进是必要的。 每一个反馈回路都需要监测反馈的及时性和质量。 评价人员将与项目领导合作，根据形成性评价结果，改进反馈机制和项目计划的其他方面。 评估材料是一个关键产品，将与教学材料一起与教育界分享。