Collaborative Research: PhysPort's impact on teaching practice

协作研究：PhysPort 对教学实践的影响

• 批准号: 1726479
• 负责人: Eugene Vasserman
• 金额: $ 151.71万
• 依托单位: Kansas State 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: 2017-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1726479&HistoricalAwards=false
• 关键词: Collaborative; Research; PhysPort; impact; teaching

PhysPort (http://physport.org) is a leading online professional development tool that supports physics faculty in implementing research-based teaching and assessment in their classrooms through expert recommendations about teaching, assessment, and results from physics education research. Physics education researchers have produced a variety of tools that vastly improve student learning of physics, and that have been adopted and adapted for other STEM fields. However, even educators who are aware of education research and highly motivated to improve their teaching have trouble getting necessary support to implement research-based teaching effectively. This project will study the impact of this tool for physics faculty teaching practice, conduct research to increase the tool's effectiveness, and advance understanding of how online resources can support faculty teaching practices across STEM disciplines. The goals of this project are to measure the impact of PhysPort on faculty teaching practice through multiple methods, including web analytics, website feedback, usability testing, and interviews about teaching practice. These measurements will determine whether the site is achieving its goals and how it can be improved to reach its full potential. Additionally, they provide information on how faculty use online professional development tools in general, which can be applied to the development of similar tools for all STEM disciplines. This project couples phenomenographic analyses of faculty perceptions of PhysPort's impact with quantitative analysis of their usage of the site. Interviews with faculty who are planning to or have recently changed their teaching practice will use the transtheoretical model to track faculty attitudes and behaviors through the change process. The results of this research will be used to implement changes to PhysPort's resources and disseminated to other researchers in faculty change.

PhysPort (http://physport.org) 是领先的在线专业发展工具，通过有关教学、评估和物理教育研究结果的专家建议，支持物理教师在课堂上实施研究型教学和评估。物理教育研究人员开发了各种工具，极大地改善了学生的物理学习，并已被其他 STEM 领域采用和改编。然而，即使是了解教育研究并积极改进教学的教育工作者也很难获得必要的支持来有效实施研究型教学。该项目将研究该工具对物理教师教学实践的影响，开展研究以提高该工具的有效性，并加深对在线资源如何支持跨 STEM 学科教师教学实践的理解。 该项目的目标是通过多种方法衡量 PhysPort 对教师教学实践的影响，包括网络分析、网站反馈、可用性测试和教学实践访谈。这些测量将确定该网站是否实现其目标以及如何改进以充分发挥其潜力。此外，它们还提供了有关教师如何使用在线专业发展工具的信息，这些工具可应用于所有 STEM 学科的类似工具的开发。该项目将对教师对 PhysPort 影响的看法进行现象学分析，并对其网站使用情况进行定量分析。对计划或最近改变教学实践的教师的访谈将使用跨理论模型来跟踪教师在改变过程中的态度和行为。这项研究的结果将用于实施 PhysPort 资源的变更，并传播给教师变更中的其他研究人员。

项目成果

User-centered personas for PhysPort

PhysPort 以用户为中心的角色

• DOI: 10.1119/perc.2019.pr.madsen
• 发表时间: 2020
• 期刊: Proceedings of the Physics Education Research Conference 2019
• 作者: Madsen, Adrian M.;McKagan, Sarah B.;Strubbe, Linda E.;Sayre, Eleanor C.;Zohrabi Alaee, Dina;Huynh, Tra
• 通讯作者: Huynh, Tra

Investigating students’ seriousness during selected conceptual inventory surveys

在选定的概念清单调查中调查学生的严肃性

• DOI: 10.1103/physrevphyseducres.15.020118
• 发表时间: 2019
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Waters, David P.;Amarie, Dragos;Booth, Rebecca A.;Conover, Christopher;Sayre, Eleanor C.
• 通讯作者: Sayre, Eleanor C.

Best Practices for Administering Attitudes and Beliefs Surveys in Physics

管理物理学态度和信念调查的最佳实践

• DOI: 10.1119/1.5144786
• 发表时间: 2020
• 期刊: The Physics Teacher
• 作者: Madsen, Adrian;McKagan, Sarah B.;Sayre, Eleanor C.
• 通讯作者: Sayre, Eleanor C.

Community Roles for Supporting Emerging Education Researchers

支持新兴教育研究人员的社区角色

• DOI: 10.1119/perc.2021.pr.hass
• 发表时间: 2021
• 期刊: PERC Proceedings
• 作者: Hass, Christopher A.;Hancock, Emilie;Wilson, Samantha;El-Adawy, Shams;Sayre, Eleanor C.
• 通讯作者: Sayre, Eleanor C.

Building personas from phenomenography: a method for user-centered design in education

从现象学构建人物角色：一种以用户为中心的教育设计方法

• DOI: 10.1108/ils-12-2020-0256
• 发表时间: 2021
• 期刊: Information and Learning Sciences
• 影响因子: 3.4
• 作者: Huynh, Tra;Madsen, Adrian;McKagan, Sarah;Sayre, Eleanor
• 通讯作者: Sayre, Eleanor