The Conceptual Learning and Interpersonal Behavior of Individuals Learning Mechanics in Small Groups

学习概念的学生与不学习概念的学生的行为和互动方式是否不同？为了回答这个问题，我们，塔夫茨大学科学和数学教学中心，希望确定与概念学习相关的个人和人际行为，以及那些与很少或没有概念学习相关的行为。为此，我们拍摄了一整个学期的学生，他们在大学物理实验室里以三人一组的方式学习机械。学生的概念学习独立于他们在课程中的表现，使用由该中心在NSF支持下开发的可靠的力和运动概念评估(FMCE)来衡量。学生们遵循了旨在帮助他们学习力和运动概念的指导发现课程(实时物理力学)，并使用实时数据记录(MBL)硬件和软件(LoggerPro)来探索物理世界的行为，以显示实验结果。超过80%的学生在这种环境中学习基本概念(而在传统环境中只有7%-20%)。在课程的讲授部分，学生们也接触到了传统的物理教学。通过分析学生在整个学期中参与这一过程的录像带，将被用来确定为什么大多数学生学习有效，而一些学生学习效果不佳。学生个体之间的互动包括：(1)与MBL环境的互动；(2)与小组成员的互动；(3)与教师的互动。对学生行为的研究将在整个学期进行，并将使用中心开发的称为概念谈话分析的方法，以及社会语言学和认知心理学领域开发的标准语篇分析方法。为了改进我们的分析，我们将通过与威斯康星大学教育系的Jim Gee和他的同事合作，纳入来自其他学科的知识。我们希望我们获得的理解适用于一般的概念学习，而不仅仅限于物理学习。但是，如果这个项目成功地制定了指导方针，以便在早期发现学习成绩不佳的学生，我们还将寻找线索，为他们制定适当的具体学习干预措施。有关更多信息：//http.ase.tufts.edu/csmt/

Do students who learn concepts act and interact differently from those who don't? To answer this question we, the Center for Science and Mathematics Teaching at Tufts University, wish to identify student behavior, personal and interpersonal, associated with conceptual learning and also those behaviors associated with little or no conceptual learning. To this end we have videotaped an entire semester of students working in groups of three learning mechanics in a university introductory physics laboratory. The students' conceptual learning was measured independently of their performance in the course using the reliable Force and Motion Conceptual Evaluation (FMCE), developed by the Center with NSF support. The students were following a guided-discovery curriculum (RealTime Physics Mechanics) intended to help them learn force and motion concepts and were exploring the behavior of the physical world using real-time data logging (MBL) hardware and software (LoggerPro) to display the results of experiments. More than 80% of students learn fundamental concepts in this environment (as opposed to only 7-20% in traditional environments). Students were also exposed to traditional physics instruction in the lecture part of the course.Analysis of video tapes of students engaged in this process throughout a semester will be used to determine why most students learn effectively while some do not. The interactions of individual students to be studied include these: (1) with the MBL environment; (2) with the group members; and (3) with the instructors. The study of student behavior will be carried out over the entire semester and will use the methodology developed at the Center called Concept Talk analysis as well as standard methods of discourse analysis developed in the fields of socio-linguistics and cognitive psychology. To improve our analysis, we will incorporate knowlege from other disciplines by collaborating with Jim Gee and his associates in the Education Department of the University of Wisconsin.We expect the understandings we gain to apply to conceptual learning in general and not to be limited to learning in physics. But to the extent that this project is successful in developing guidelines for identifying students early on who learn less well, we will also seek clues to formulate appropriate specific learning interventions for them.For more information: //http.ase.tufts.edu/csmt/