Physics Learning in Distance Instruction

远程教学中的物理学习

• 批准号: 470250834
• 负责人: Dr. Daniel Laumann
• 金额: --
• 依托单位: Institut für Didaktik der Physik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2021
• 资助国家: 德国
• 起止时间: 2020-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/470250834?language=en
• 关键词: Physics; Learning; Distance; Instruction

The Covid-19 pandemic and the accompanying lockdown and closing of schools required shifting to remote learning on short notice. This presented a particular challenge to both teachers and students. A growing concern is that less motivated or low-achieving students may not receive the attention they need – with all the negative consequences for their learning. It is unclear so far, to which extent these issues can be addressed by adequate instructional design (and what an adequate instructional design would look like) or respective professional development of teachers. The project “Physics learning in remote instruction” (PhyF) aims to address these deficits through a secondary analysis of data on students learning in digital curriculum units that were collected in a previous project with the title “Physics instruction based on core concepts – cumulative competence development at the example of the energy concept” (energie.TRANSFER). Prior to the pandemic, these data were collected in regular instruction. After the beginning of the pandemic, data were collected as the units were enacted in a remote instruction format. The present project aims to investigate the role of remote instruction for students’ learning motivation and learning for different groups of students, which role teacher acceptance plays, and what potentials and pitfalls teachers see in remote instruction. The results will provide important insights into for a better support of students in remote instruction and in the bridging between school and out of school (online) learning altogether.

新冠肺炎疫情以及随之而来的学校关闭和关闭要求在短时间内转向远程学习。这对教师和学生都提出了特别的挑战。一个越来越令人担忧的问题是，动力不足或成绩不佳的学生可能得不到他们需要的关注--这会给他们的学习带来所有负面后果。到目前为止，还不清楚通过适当的教学设计(以及适当的教学设计是什么样子)或教师各自的专业发展可以在多大程度上解决这些问题。“远程教学中的物理学习”项目旨在通过对以前题为“以核心概念为基础的物理教学--以能源概念为例的累积能力培养”(energie.TRANSFER)的项目中收集的关于学生在数字课程单元中学习的数据进行二次分析，来解决这些缺陷。在大流行之前，这些数据是通过定期指示收集的。在大流行开始后，收集了数据，因为这些单位是以远程指令格式颁布的。本研究旨在探讨远程教学对不同学生群体的学习动机和学习的作用，教师接受在远程教学中扮演的角色，以及教师在远程教学中看到的潜力和陷阱。这一结果将为更好地支持学生在远程教学以及在学校和校外(在线)学习之间架起桥梁提供重要的见解。