Introductory College Physics/Twenty-First Century (ICP/21)

ICP/21项目提供了一个创新的入门物理课程，提供了一个有吸引力的，以学生为中心的替代标准讲座/实验室格式使用传统的教科书。为两个学期的课程开发了10个内容模块和一个补充技能工具包。每个模块都包括旨在鼓励学生积极参与的活动，使用以下模型：探究和实验活动（探索），强化练习（对话），扩展概念活动（扩展），评估（排名任务）和应用（要求学生组解决涉及几个物理概念的工程问题）。该项目是：（1）进行全面的现场测试（2）开发三个额外的模块，以满足许多技术项目的需求，（3）与商业出版商一起实施传播计划。比较方案/21的全面实地测试涉及来自高中、两年制大学和四年制大学教学社区的参与者。外部协调员负责现场测试的所有方面。实地测试的结果被用来改进和加强ICP/21模块。该测试还提供了与课堂上模块实施成功相关的数据和信息，以及它对学生理解物理概念的影响。在ICP/21项目的第一阶段，物理教师一再要求增加原来10个单元中没有包括的物理领域的单元。由于这一投入，三个新的模块正在开发：静电，流体和物理光学。该项目的第三个组成部分是为ICP/21开展一项重要的传播方案。这是与商业出版商Ztek合作进行的。Ztek是一家专门从事物理学和物理科学电子媒体的出版商。由于ICP/21材料的创新性质，大多数教员在课堂上使用该材料时需要培训或协助。在适当使用ICP/21材料时，教员的作用与传统的课堂授课形式大不相同。在实地测试和初步实施期间，这将通过讲习班进行。评价工作由一名独立评价员进行，他是第一阶段的评价员。评价集中在三个领域。第一个是监控模块，确保它们实现项目第一阶段的承诺。第二是评估这一阶段的努力，并确定其对学生学习的有效性。第三个领域是评价ICP/21对学生对物理的态度和感觉的影响。这些资料将补充实地测试结果，全面说明ICP/21对学生学习的影响。

The ICP/21 project provides an innovative curriculum in introductory physics, offering an attractive, student-centered alternative to the standard lecture/laboratory format using conventional textbooks. For the two-semester course, 10 content modules and a supplemental skills toolkit have been developed. Each module consists of activities designed to encourage active student engagement using the following models: inquiry and experimentation activities (Explorations), reinforcement exercises (Dialogs), expanding-the-concept activities (Extensions), assessments (Ranking Tasks), and Application ( which require groups of students to solve engineering problems involving several physics concepts). This project is: (1) conducting a full-scale field test (2) developing three additional modules needed to meet the needs of many technology programs, and (3) implementing a dissemination plan with a commercial publisher. The full scale field test of ICP/21 involves participants from the high school, two year college and four year college teaching communities. An external coordinator is responsible for all aspects of the field test. The results of the field test are used to improve and strengthen the ICP/21 modules. The test also gives data and information related to the success of module implementation in the classroom, and the impact it has on the students in understanding the concepts of physics. During the first phase of the ICP/21 project, physics teachers have repeatedly asked for additional modules in physics areas not covered in the original 10 modules. As a result of this input, three new modules are being developed: electrostatics, fluids, and physical optics. The third component of the project is to conduct a major dissemination program for ICP/21. This is being done in conjunction with a commercial publisher, Ztek. Ztek is a publisher that specializes in electronic media for physics and physical science. Because of the innovative nature of the ICP/21 material, most instructors will need training or assistance in using it in the classroom. The role of the instructor is much different when using the ICP/21 material properly than when in a traditional classroom lecture format. During the field testing and initial implementation this will be done through workshops. Evaluations are being done by an independent evaluator, who has been the evaluator during the first phase. The evaluation is concentrating on three areas. The first is to monitor the modules and make sure they fulfill what was promised in the first phase of the project. The second is to evaluate the efforts of this phase, and determine its effectiveness for student learning. The third area will be to evaluate the effect of ICP/21 on students' attitudes and feelings about physics. This information will complement the field test results to give a complete picture of the effect of ICP/21 on student learning.