Physics Analysis Workbench : A Web-Based Computer Environment for developing Analytic Reasoning and Thinking Skills

对于那些希望从事任何科学或工程职业的人来说，物理学是一门关键的课程。要学好物理，就需要熟练地解决问题，而熟练地解决问题又要求一个人拥有丰富的概念和程序知识，以及分析推理的能力。然而，研究表明，学生的问题解决习惯并不能有效地培养将概念知识整合到问题解决过程中所需的分析技能。尽管最近有许多努力强调概念的重要性，但大多数学生在完成入门课程时都认为解决物理问题包括发现和处理方程。这些公式化的解决问题的方法是低效的，因为：1)没有一个概念性的知识结构来联系它们，方程在课程结束后很快就被遗忘了；2)记忆方程并不能培养分析技能，而分析技能是决定特定方程何时或如何适用于特定的物理情况所必需的；3)学生们没有意识到几个强有力的原则是如何被用来解决广泛的问题的。我们正在进行一个概念验证项目，设计和试点测试一个独立于平台的基于网络的环境，称为物理分析工作台（PAW），旨在吸引学生参与一系列分析过程，帮助他们积极地将概念知识整合到解决问题的过程中。PAW要求学生使用熟练的问题解决者所使用的表示、原则、概念和程序，对问题情况进行概念性、战略性和定量分析。这个概念验证阶段的目标是积累证据，证明作为PAW设计基础的教学方法的有效性。我们正在开发一个交付壳和一个带有教程支持材料的问题原型集。这个系统和材料在我们的工程和物理专业的入门课程中进行了试点测试。将使用PAW的学生的考试成绩以及其他标准措施与课程规范进行比较，以确定该系统的影响。

Physics is a pivotal course for those wishing to pursue any science or engineering career. To do well in physics requires proficiency at solving problems, and problem-solving proficiency in turn requires that one possess a rich arsenal of conceptual and procedural knowledge as well as the ability to reason analytically. Yet, studies indicate that the problem-solving habits of students are not effective for developing the analysis skills needed for integrating conceptual knowledge into the problem-solving process. Despite many recent efforts to emphasize the importance of concepts, most students finish introductory courses with the view that problem solving in physics consists of finding and manipulating equations. These formulaic problem-solving approaches are inefficient because: 1) without a conceptual knowledge structure to which they can be tied, equations are quickly forgotten after the course; 2) memorizing equations does not develop the analysis skills that are needed to decide when or how particular equations apply to specific physical situations; and 3) students fail to appreciate how a few powerful principles can be used to solve a wide range of problems. We are engaged in a proof-of-concept project to design and pilot test a platform-independent, web-based environment called the Physics Analysis Workbench (PAW) aimed at engaging students in a range of analysis processes to help them actively integrate conceptual knowledge into the problem-solving process. PAW constrains students to perform conceptual, strategic, and quantitative analyses of problem situations using the representations, principles, concepts and procedures that are used by skilled problem solvers. The goal of this proof-of-concept phase is to accumulate evidence of the effectiveness of the pedagogic approach underlying the design of PAW. We are developing a delivery shell and a prototype set of problems with tutorial support materials. This system and materials are pilot tested in our introductory courses with engineering and physics majors. Exam performance, as well as other standard measures, of students using PAW are compared to course norms to determine the impact of the system.