Collaborative Research: PIQL: Physics Inventory of Quantitative Literacy

合作研究：PIQL：定量读写能力物理量表

• 批准号: 1833050
• 负责人: Andrew Boudreaux
• 金额: $ 3.29万
• 依托单位: Western Washington University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1833050&HistoricalAwards=false
• 关键词: Collaborative; Research; PIQL; Physics; Inventory

To improve physics teaching and learning, it is important to have validated and standardized assessment tools to measure students' quantitative literacy in physics. To meet this need, this project will develop a valid and reliable multiple-choice assessment instrument to measure introductory physics students' quantitative literacy, a subcategory of mathematical reasoning. Quantitative literacy is a set of interconnected skills, attitudes, and habits of mind. Together, they support the sophisticated use of elementary mathematics to describe and understand the world. Sophisticated quantitative literacy is a foundation for work in science, technology, engineering, and mathematics (STEM) fields. Although development of quantitative reasoning is a goal of many introductory science courses, particularly physics, research suggests that students often have difficulty using mathematical reasoning to make sense of physical situations. However, it is not known if instruction in introductory-level physics helps students overcome this difficulty. The goal of this project is to develop and implement an instrument to assess how students' quantitative reasoning ability changes over time in an introductory physics course. Data from such an instrument could drive improvements in instruction to increase students? ability to conceptualize the mathematics that they do in physics. This instrument could also assess the efficacy of such instructional changes. In addition, the resulting instrument could be modified and exported to other math-based disciplines. In this way, it has the potential to improve understanding of how quantitative reasoning skills grow as students progress through their college curricula. Since these quantitative skills are core to students' success in physics and other STEM fields, this project could enhance student retention in STEM disciplines and broaden our STEM workforce in the United States.An effective STEM workforce needs to possess quantitative literacy, which is the ability use numerical data in tabular or graphical form to make appropriate conclusions about its meaning. Developing these skills is an important objective of introductory physics. However, few research studies have been published about the effect of instruction on students' development of physics quantitative literacy (PQL). The proposed research will fill this gap by developing the Physics Inventory of Quantitative Literacy (PIQL), a multiple-choice assessment instrument. The project team will develop the PIQL in the context of a multi-course introductory physics sequence. They will then develop and pilot statistical methods to measure and evaluate students' growth in three components of PQL: reasoning about ratios and proportions, reasoning about negative quantities, and reasoning about co-variation between quantities. Various psychometric analyses will be used to ensure that the PIQL is both valid and reliable. (A valid instrument accurately measures students' PQL. A reliable instrument measures PQL consistently across different student populations.) Another major goal of the project is to use statistical analyses to develop a scoring model that quantifies growth, not just mastery, by incorporating the rich information contained in students' incorrect answers. This project will address the critical need for a valid and reliable instrument to measure student PQL in the introductory physics curriculum, and to assess its growth. The project will facilitate the improvement of sophisticated quantitative literacy as an educational outcome in physics classes. Furthermore, the results will provide a model for assessing quantitative literacy in other STEM disciplines.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

为了改善物理教学和学习，拥有经过验证和标准化的评估工具来衡量学生的物理定量素养非常重要。为了满足这一需求，该项目将开发一种有效且可靠的多项选择评估工具来衡量入门物理学生的定量素养（数学推理的一个子类别）。定量素养是一组相互关联的技能、态度和思维习惯。它们共同支持复杂地使用基础数学来描述和理解世界。复杂的定量素养是科学、技术、工程和数学 (STEM) 领域工作的基础。尽管定量推理的发展是许多入门科学课程（尤其是物理学）的目标，但研究表明，学生通常难以使​​用数学推理来理解物理情况。然而，尚不清楚入门级物理教学是否可以帮助学生克服这一困难。该项目的目标是开发和实施一种工具来评估学生的定量推理能力在物理入门课程中如何随时间变化。来自这样的仪器的数据可以推动教学的改进以增加学生数量？概念化他们在物理学中所做的数学的能力。 该工具还可以评估此​​类教学变化的效果。此外，生成的工具可以进行修改并导出到其他基于数学的学科。 通过这种方式，它有可能提高人们对定量推理技能如何随着学生在大学课程中的进步而增长的理解。由于这些定量技能是学生在物理和其他 STEM 领域取得成功的核心，因此该项目可以提高 STEM 学科的学生保留率，并扩大美国的 STEM 劳动力队伍。有效的 STEM 劳动力需要具备定量素养，即使用表格或图形形式的数字数据对其含义做出适当结论的能力。发展这些技能是入门物理学的一个重要目标。然而，关于教学对学生物理定量素养（PQL）发展的影响的研究很少发表。拟议的研究将通过开发定量读写能力物理量表（PIQL）（一种多项选择评估工具）来填补这一空白。项目团队将在多课程物理入门序列的背景下开发 PIQL。然后，他们将开发和试验统计方法来衡量和评估学生在 PQL 三个组成部分的成长：推理比率和比例、推理负数以及推理数量之间的协变。将使用各种心理测量分析来确保 PIQL 有效且可靠。 （一个有效的工具可以准确测量学生的 PQL。一个可靠的工具可以一致地测量不同学生群体的 PQL。）该项目的另一个主要目标是使用统计分析来开发一个评分模型，通过纳入学生错误答案中包含的丰富信息来量化成长，而不仅仅是掌握程度。该项目将满足对有效且可靠的仪器的迫切需求，以测量入门物理课程中学生的 PQL 并评估其成长。该项目将促进复杂定量素养的提高，作为物理课程的教育成果。 此外，研究结果将为评估其他 STEM 学科的定量素养提供一个模型。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Analyzing Multiple-Choice-Multiple-Response Items Using Item Response Theory

使用项目响应理论分析多项选择多响应项目

• DOI: 10.1119/perc.2022.pr.smith
• 发表时间: 2022
• 期刊: Analyzing Multiple-Choice-Multiple-Response Items Using Item Response Theory
• 作者: Smith, Trevor I.;Eaton, Philip;White Brahmia, Suzanne;Olsho, Alexis;Zimmerman, Charlotte;Boudreaux, Andrew
• 通讯作者: Boudreaux, Andrew

When Negative Is Not “Less than Zero”: Electric Charge as a Signed Quantity

当负值不“小于零”时：电荷作为有符号量

• DOI: 10.1119/10.0004149
• 发表时间: 2021
• 期刊: The Physics Teacher
• 作者: Olsho, Alexis;Brahmia, Suzanne White;Smith, Trevor;Boudreaux, Andrew
• 通讯作者: Boudreaux, Andrew

Framework for the natures of negativity in introductory physics

物理学入门中负性本质的框架

• DOI: 10.1103/physrevphyseducres.16.010120
• 发表时间: 2020
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: White Brahmia, Suzanne;Olsho, Alexis;Smith, Trevor I.;Boudreaux, Andrew
• 通讯作者: Boudreaux, Andrew

Natures of Negativity in Introductory Physics

物理学入门中的负性本质

• DOI: 10.1119/perc.2018.pr.brahmia
• 发表时间: 2019
• 期刊: Physics Education Research Conference 2018
• 作者: Brahmia, Suzanne White;Olsho, Alexis;Smith, Trevor I.;Boudreaux, Andrew
• 通讯作者: Boudreaux, Andrew

Assessing physics quantitative literacy in algebra-based physics: lessons learned

评估基于代数的物理学中的物理定量素养：经验教训

• DOI: 10.1119/perc.2022.pr.zimmerman
• 发表时间: 2022
• 期刊: Assessing physics quantitative literacy in algebra-based physics: lessons learned
• 作者: Zimmerman, Charlotte;McCarty, Andrew;White Brahmia, Suzanne;Olsho, Alexis;De Cock, Mieke;Boudreaux, Andrew;Smith, Trevor I.;Eaton, Philip
• 通讯作者: Eaton, Philip