Introductory Physics: Integrative Approaches to Inquiry-Based Laboratories

杜克大学正在传统的课程结构中为入门物理实验室开发一种新的模式，以加强学生对材料的参与，并促进对基本物理原理的更好的概念性理解。为了将课程的讲课、复习和实验部分完全结合起来，课程的实验部分改编和实施了物理原理的定性教程，然后是动手实验活动。量化的基于计算机的实验活动是在与物理教育研究社区的成员协商后开发的，以补充现有的物理入门教程。对于基于计算机的实验活动，杜克大学的团队正在采用实时物理主动学习实验室(Wiley，纽约，1998)以及研讨会物理活动指南(Wiley，New York，1997)的材料。实验室物理环境促进了与技术相结合的协作小组学习，并为杜克大学目前在科学领域推行的教育方法提供了一个重要的原型。实验室环境基于法律设计(狄金森学院)和车间物理项目的合作者，并在狄金森网站(http://physics.dickinson.edu/PhysicsPages/Workshop_Physics/Instructor_Resources/Equipment/Equipment_Home.htm).上进行了描述与杜克大学教学、学习和写作中心合作，一个全面的实验室导师培训计划用于培训导师有效使用基于探究的教学方法，它与现有的职前教师准备、物理研究生教学证书计划和准备未来教师计划相联系。导师计划改编自明尼苏达大学制定的物理计划，杜克大学开发的生命科学计划是(http://www.physics.umn.edu/groups/physed/Research/MNModel/orient.html)and资助的RAIRE项目的一部分，题为整合研究与教育：扩展和共享成功的模式。使用定量和定性相结合的工具对项目结果进行评估，以确定我们的计划对学生对物理的概念理解和感知的影响。在当地校园、州和国家一级，通过口头陈述、在同行评议的期刊上发表出版物以及在万维网上免费传播材料和调查结果。

Duke University is developing a new model for introductory physics laboratories within the traditional course structure that enhances student engagement in the material and promotes better conceptual understanding of fundamental physics principles. To fully integrate the lecture, recitation, and laboratory components of the course, qualitative tutorials on a physics principle followed by a hands-on experimental activity are adapted and implemented from the Tutorials in Introductory Physics (Prentice Hall, New York, 1998) in the laboratory component of the course. Quantitative computer-based experimental activities are developed in consultation with members of the physics education research community to complement the existing Tutorials in Introductory Physics. For the computer-based experimental activities, the Duke team is adapting materials from RealTime Physics Active Learning Laboratories (Wiley, New York, 1998) as well as those from the Workshop Physics Activity Guide (Wiley, New York, 1997). The laboratory physical environment promotes collaborative group learning integrated with technology and provides an important prototype for educational approaches currently pursued by Duke in the sciences. The laboratory environment is based on a design by Laws (Dickinson College) and collaborators in the Workshop Physics project and is described at the Dickinson web site (http://physics.dickinson.edu/PhysicsPages/Workshop_Physics/Instructor_Resources/Equipment/Equipment_Home.htm). A comprehensive laboratory Mentor training program is used to train the Mentors in effective use of inquiry-based instructional methods in collaboration with the Duke Center for Teaching, Learning, and Writing, and it is connected to the existing pre-service teacher preparation, Physics Graduate Teaching Certificate programs, and Preparing Future Faculty programs. The mentor program is adapted from the physics program developed at the University of Minnesota (http://www.physics.umn.edu/groups/physed/Research/MNModel/orient.html)and the Science of Life program developed at Duke as part of the NSF-funded RAIRE project entitled Integrating Research & Education: Extending and Sharing Successful Models. Project results are assessed using a combination of quantitative and qualitative tools to determine the effect our program has on student conceptual understanding and perception of physics. Dissemination of the materials and findings are promoted at the local campus, state and national levels through oral presentations, publications in peer-reviewed journals, and freely over the World Wide Web.