权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Collaborative Research: Assessment of Student Understanding of Measurement and Uncertainty in Experimental Physics

合作研究：评估学生对实验物理测量和不确定性的理解

基本信息

批准号：
1913698
负责人：
Marcos Caballero
金额：
$ 24.44万
依托单位：
Michigan State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-10-01 至 2023-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1913698&HistoricalAwards=false
关键词：
Collaborative Research Assessment Student Understanding

项目摘要

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project aims to serve the national interest by improving assessment of student understanding in introductory physics laboratory courses. The project focuses on two critical concepts that are central to physics: experimentation and measurement uncertainty. Experimentation plays a central role in physics for the development of both new knowledge and technology. Many students' introduction to experimentation happens in physics laboratory courses. A common learning objective for these courses is for students understand how to make measurements and that these measurements have a level of uncertainty. This project is significant because it will use modern assessment frameworks that draw on learning and measurement theory to develop a better tool to measure students' understanding of these concepts. This assessment will be available to all instructors of introductory laboratory courses, so that they can measure student outcomes and use this information iteratively improve student learning.This project is motivated by the need to assess student learning outcomes in physics laboratory courses. This work will document the collective needs of the physics laboratory community regarding assessing student understanding of measurement and uncertainty. Its scope will include documenting the myriad ways in which students present their understanding of these concepts. By using modern assessment frameworks (e.g., Evidence Centered Design) with well-established validity frameworks (e.g., Item Response Theory), the PIs will provide the first assessment of student understanding in physics that is grounded in the current best practices of assessment design. Although this research is foundational, with direct implications for future studies of student learning in laboratory settings, it will also have practical value in teaching physics. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

在NSF改善本科STEM教育计划：教育和人力资源（IUSE：EHR）的支持下，该项目旨在通过改善对学生在入门物理实验室课程中的理解的评估来服务于国家利益。该项目侧重于物理学的两个关键概念：实验和测量不确定性。实验在物理学中对于新知识和新技术的发展起着核心作用。许多学生的实验入门是在物理实验课中进行的。这些课程的共同学习目标是让学生了解如何进行测量，以及这些测量具有一定程度的不确定性。这个项目意义重大，因为它将使用现代评估框架，借鉴学习和测量理论，开发一个更好的工具来衡量学生对这些概念的理解。这个评估将提供给所有的教师介绍实验室课程，使他们能够衡量学生的成果，并使用此信息迭代地提高学生的学习。这个项目的动机是需要评估学生的学习成果在物理实验室课程。这项工作将记录物理实验室社区的集体需求，评估学生对测量和不确定性的理解。它的范围将包括记录学生提出他们对这些概念的理解的无数方式。通过使用现代评估框架（例如，以证据为中心的设计）与完善的有效性框架（例如，项目反应理论），PI将提供第一个评估学生在物理学的理解，是在当前的评估设计的最佳实践为基础。虽然这项研究是基础性的，直接影响到未来的研究，学生在实验室环境中的学习，它也将有实际价值的物理教学。 NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识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

期刊论文数量（4）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Representational differences in how students compare measurements

学生比较测量结果的代表性差异

DOI：
10.1119/perc.2023.pr.geschwind
发表时间：
2023
期刊：
Proceedings of the Physics Education Research Conference
影响因子：
0
作者：
Geschwind, Gayle;Vignal, Michael;Lewandowski, H. J.
通讯作者：
Lewandowski, H. J.

Introductory physics lab instructors’ perspectives on measurement uncertainty

介绍性物理实验室讲师对测量不确定性的看法

DOI：
10.1103/physrevphyseducres.17.010133
发表时间：
2021
期刊：
Physical Review Physics Education Research
影响因子：
3.1
作者：
Pollard, Benjamin;Hobbs, Robert;Henderson, Rachel;Caballero, Marcos D.;Lewandowski, H. J.
通讯作者：
Lewandowski, H. J.

Survey of physics reasoning on uncertainty concepts in experiments: An assessment of measurement uncertainty for introductory physics labs

实验中不确定性概念的物理推理调查：入门物理实验室的测量不确定性评估

DOI：
10.1103/physrevphyseducres.19.020139
发表时间：
2023
期刊：
Physical Review Physics Education Research
影响因子：
3.1
作者：
Vignal, Michael;Geschwind, Gayle;Pollard, Benjamin;Henderson, Rachel;Caballero, Marcos D.;Lewandowski, H. J.
通讯作者：
Lewandowski, H. J.

Affordances of Articulating Assessment Objectives in Research-based Assessment Development

基于研究的评估开发中阐明评估目标的可供性

DOI：
10.1119/perc.2022.pr.vignal
发表时间：
2022
期刊：
2022 Physics Education Research Conference Proceedings
影响因子：
0
作者：
Vignal, Michael;Rainey, Katherine D.;Wilcox, Bethany R.;Caballero, Marcos D.;Lewandowski, H. J.
通讯作者：
Lewandowski, H. J.