Collaborative Research: Investigating How to Better Prepare Undergraduate Students for Physics Labs that Focus on Experimental Science

合作研究：研究如何让本科生更好地为专注于实验科学的物理实验室做好准备

• 批准号: 2000711
• 负责人: Rachel Scherr
• 金额: $ 6万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2000711&HistoricalAwards=false
• 关键词: Collaborative; Research; Investigating; How; Better

This project aims to serve the national interest by identifying strategies to support students’ understanding of experimental science. The major goal is to identify instructional strategies that better prepare undergraduate students for doing authentic scientific experimentation in physics labs. Traditional laboratory exercises have trained students to view instructional laboratories as places to do rote procedures that lead to known results. This project will probe how to help students reframe their expectations so that they consider physics labs as places to engage in scientific experiementation. Specifically, this project intends to identify strategies that help students think of physics labs as places where they will design their own experiments and draw their own conclusions from the data they collect. By working across multiple institutions, the project will provide many examples of students’ authentic science laboratory activities, as well an extensive database of students' work and engagement. The latter will document the rich diversity of resources and experiences students bring from their diverse backgrounds to their science laboratory work. This project aims to understand student experiences in non-traditional science labs, specifically physics, through the theoretical lens of framing. A person's frame is defined here as a stable (either local or more global) set of expectations about the activity taking place. Prior literature suggests that small things can influence the ways students frame an instructional activity, which in turn can have a large impact on student learning. This research project is designed to (a) identify the various ways students frame activities in a diverse set of non-traditional labs, (b) identify ways students shift or change how they frame lab activities, and (c) formulate testable predictions for ways to help students develop stable, productive frames for experimental science. This project is supported by the EHR Core Research program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.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.

该项目旨在通过确定支持学生理解实验科学的策略来服务于国家利益。主要目标是确定教学策略，让本科生更好地为在物理实验室进行真实的科学实验做好准备。传统的实验室练习已经训练学生将教学实验室视为进行死记硬背的程序以获得已知结果的地方。这个项目将探讨如何帮助学生重新定义他们的期望，使他们认为物理实验室是从事科学实验的地方。 具体来说，该项目旨在确定策略，帮助学生将物理实验室视为他们将设计自己的实验并从收集的数据中得出自己的结论的地方。通过跨多个机构的工作，该项目将提供学生真实的科学实验室活动的许多示例，以及学生工作和参与的广泛数据库。后者将记录丰富多样的资源和经验的学生从他们不同的背景带来他们的科学实验室工作。这个项目的目的是了解学生的经验，在非传统的科学实验室，特别是物理，通过理论透镜的框架。在这里，一个人的框架被定义为对正在发生的活动的一组稳定的（局部的或更全局的）期望。以前的文献表明，小事情可以影响学生的方式框架的教学活动，这反过来又可以对学生的学习产生很大的影响。这个研究项目的目的是（a）确定学生框架活动的各种方式，在一个不同的非传统实验室，（B）确定学生的方式转变或改变他们如何框架实验室活动，以及（c）制定可测试的预测方法，以帮助学生发展稳定的，富有成效的框架实验科学。该项目由EHR核心研究计划支持，该计划支持推进STEM学习和学习环境的基础研究，扩大STEM参与，以及STEM劳动力发展的工作。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

Complex Dynamics of Epistemic Agency in a College Physics Lab Course

大学物理实验课程中认知机构的复杂动力学

• 发表时间: 2023
• 期刊: Computersupported collaborative learning
• 作者: Ian Descamps;Sophia Jeon;Rachel Scherr;Natasha Holmes;David Hammer
• 通讯作者: David Hammer

Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing

指导非传统物理实验室：对学生认知框架的反应

• DOI: 10.1103/physrevphyseducres.19.020140
• 发表时间: 2023
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Sundstrom, Meagan;Fussell, Rebeckah K.;Phillips, Anna McLean;Akubo, Mark;Allen, Scott E.;Hammer, David;Scherr, Rachel E.;Holmes, N. G.
• 通讯作者: Holmes, N. G.

A case of productive confirmation framing in an introductory lab

介绍性实验室中高效确认框架的案例

• DOI: 10.1119/perc.2022.pr.descamps
• 发表时间: 2022
• 期刊: American Association of Physics Teachers
• 作者: Descamps, Ian;Jeon, Sophia M.;Hammer, David
• 通讯作者: Hammer, David

Not engaging with problems in the lab: Students’ navigation of conflicting data and models

不参与实验室中的问题：学生对相互冲突的数据和模型的导航

• DOI: 10.1103/physrevphyseducres.17.020112
• 发表时间: 2021
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Phillips, Anna McLean;Sundstrom, Meagan;Wu, David G.;Holmes, N. G.
• 通讯作者: Holmes, N. G.

“I Guess My Question is Like”: Problematizing in an Introductory College Physics Lab

“我猜我的问题就像”：在入门大学物理实验室中解决问题

• 发表时间: 2023
• 期刊: Computersupported collaborative learning
• 作者: Sophia Jeon;Ian Descamps;David Hammer
• 通讯作者: David Hammer