Developing Simulations for Introductory Physics with Feedback from Learning Assistants

根据学习助理的反馈开发物理入门模拟

• 批准号: 1712159
• 负责人: Andrew Duffy
• 金额: $ 29.53万
• 依托单位: Trustees of Boston University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1712159&HistoricalAwards=false
• 关键词: Developing; Simulations; Introductory; Physics; Feedback

Simulations are of great importance in teaching introductory physics. They illustrate things that are too small to see, happen too fast to see, or cover concepts that are not visible in everyday life. The use of simulations is one way to bring these ideas to life, allowing students to investigate and visualize physics concepts. This project will develop four new simulations for introductory mechanics and research their effectiveness for student learning. Some questions to be addressed will be to what extent do simulations help students learn and what are the features of a simulation that lead to more effective learning. There is already considerable existing simulation research, but most of this research was not done on mobile devices (where student ownership of the device becomes a major factor which this project will make possible). These simulations are likely to be immediately put into wide use by the physics community as there are few high quality javascript/HTML5 simulations. The simulations will be publicly available on ComPADRE. A second research question focuses upon Learning Assistants (LAs): What role can Learning Assistants (LAs) play in the design, testing, and pedagogical implementation of simulations? LAs are trained undergraduates who return to a course they took to help deliver interactive pedagogy and help students learn. In this project, LAs will apply their expertise to provide feedback about improving the simulations. This is a novel aspect of the project, possibly leading to new use of LAs elsewhere in curriculum development. Other data-gathering methods include A/B testing, think-aloud interviews, and video analysis of students using the simulations during class, through which the project will investigate conditions that improve student learning.

模拟在物理导论教学中具有重要作用。它们说明了太小而看不见的东西，发生得太快而看不见的东西，或者涵盖了日常生活中不可见的概念。使用模拟是将这些想法变为现实的一种方式，允许学生研究和可视化物理概念。该项目将开发四个新的模拟介绍力学和研究其有效性的学生学习。要解决的一些问题是，模拟在多大程度上帮助学生学习，以及模拟的特点是什么，导致更有效的学习。已经有相当多的现有模拟研究，但大多数研究不是在移动的设备上完成的（学生拥有设备成为一个主要因素，该项目将使之成为可能）。这些模拟可能会立即被物理社区广泛使用，因为几乎没有高质量的JavaScript/HTML5模拟。这些模拟将在CompADRE上公开提供。第二个研究问题的重点是学习助理（LA）：什么样的角色可以学习助理（LA）在设计，测试和教学实施的模拟？LAs是受过培训的本科生，他们回到他们参加的课程，以帮助提供互动教学法，并帮助学生学习。在这个项目中，LAs将运用他们的专业知识提供有关改进模拟的反馈。这是该项目的一个新的方面，可能会导致在课程开发的其他地方新使用LA。其他数据收集方法包括A/B测试、有声思维访谈和在课堂上使用模拟对学生进行视频分析，通过这些方法，该项目将调查改善学生学习的条件。

项目成果

Investigating simulation use on student learning outcomes in introductory physics

调查模拟在物理导论中对学生学习成果的影响

• DOI: 10.1119/perc.2019.pr.jariwala
• 发表时间: 2020
• 期刊: Physics Education Research Conference
• 作者: Jariwala, Manher;Allen, Emily;Duffy, Andrew
• 通讯作者: Duffy, Andrew

Student learning outcomes with hybrid computer simulations and hands-on labs

混合计算机模拟和动手实验室的学生学习成果

• DOI: 10.1119/perc.2020.pr.sagear
• 发表时间: 2020
• 期刊: 2020 Physics Education Research Conference Proceedings
• 作者: Sagear, Sheila;Allen, Emily;Duffy, Andrew;Jariwala, Manher
• 通讯作者: Jariwala, Manher