The Effectiveness of “Pencasts” in Physics Courses
The Effectiveness of “Pencasts” in Physics Courses
复制标题
“Pencasts”在物理课程中的有效性
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
D. Zollman
中科院分区：
文献类型：
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作者：
Nandana Weliweriya;Eleanor C. Sayre;D. Zollman
Pencast是由问题解决者讲述的解决问题的视频。在教学上，学生可以创建pencast来说明他们自己的问题解决教师或他们的同龄人。Pencast对从小学到大学课程的多个层次的教学都有影响。在这篇文章中，我们描述了使用pencast在大学水平的高年级物理专业学生通常采取的电磁场课程。对于每一个家庭作业，学生们在问题集到期前几天创建并提交了普通问题的pencast。我们比较学生在课堂上的表现（不包括最后提交的分数）与最后提交率。提交更多pencast的学生往往在课程中做得更好。最后，我们提出了一些实用的建议，在其他课程实施pencast。
Pencasts are videos of problem solving with narration by the problem solver. Pedagogically, students can create pencasts to illustrate their own problem solving to the instructor or to their peers. Pencasts have implications for teaching at multiple levels from elementary grades through university courses. In this article, we describe the use of pencasts in a university-level upper-division electromagnetic fields course usually taken by junior and senior physics majors. For each homework assignment, students created and submitted pencasts of ordinary problems several days before the problem set was due. We compare students’ performance in the class (grades for pencast submission excluded) with the pencast submission rate. Students who submitted more pencasts tend to do better in the course. We conclude with some practical suggestions for implementing pencasts in other courses.