Observations Of General Learning Patterns In An Upper‐Level Thermal Physics Course
Observations Of General Learning Patterns In An Upper‐Level Thermal Physics Course
复制标题
高级热物理课程中一般学习模式的观察
DOI：
10.1063/1.3266745
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
D. Meltzer
中科院分区：
文献类型：
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作者：
D. Meltzer
我讨论了一些观察使用互动参与教学方法在上层热物理课程超过两年的时间。从高年级学生的学科知识的角度来看，有一个惊人的持续性的共同学习困难，以前观察到的学生在入门课程，伴随着，然而，由一些显着的对比组之间。更广泛地说，我评论比较和对比不同的学生亚群体之间的一般教学问题，例如：在接受较低和较高水平的学生图形表示的差异;不同的接受辅导式教学方法在较高水平的人口;以及在高级课程中使用符号表示法时，物理学和工程学亚群体之间的学习方法的对比，数学公式，并准备采用口头解释。
I discuss some observations from using interactive‐engagement instructional methods in an upper‐level thermal physics course over a two‐year period. From the standpoint of the subject matter knowledge of the upper‐level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub‐populations, for example: differences in the receptivity of lower‐ and upper‐level students to diagrammatic representations; varying receptivity to tutorial‐style instructional approach within the upper‐level population; and contrasting approaches to learning among physics and engineering sub‐populations in the upper‐level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.