Clemson's Experimental Engineering in Real-Time (EXPERT) Program

我们开发了一些实时实验，作为提高学生对各种概念的图形表示的理解的一种方法。该项目建立在物理教育者（主要是运动传感器）的成功基础上，他们将技术的使用和实际操作的工程实验结合起来，在课堂上实现对现象的实时可视化分析。我们的方法通过使用各种易于与pc接口的廉价传感器大大扩展。这使我们的学生能够测量许多不同的物理现象。我们在一页纸上开发了一系列模块，并使用20分钟的活动格式。我们希望这种格式更容易使教师将我们的模块纳入他们的课程。在传感器制造商的帮助下，我们最好的模块正在分发和销售。我们的模块是为高中生设计的。我们的目标是跨多个类实现我们的模块。我们创建的模块和格式保证了学生在课程之间建立联系，从而支持课程整合。鼓励学生更有效地学习，学生和教师都希望享受学习过程。多重干预评估协议将用于确定以下干预措施对学习效果的比较效益：(1)有时间进行反思的概念呈现，(2)使用传感器的讲师示范指导下的反思，以及(3)使用传感器进行指导的主动实验。将使用测试前/测试后设计来解释不同研究人群初始准备差异的影响。

Engineering - Other (59)We have developed a number of real-time experiments as an approach to improving student understanding of the graphical representation of a variety of concepts. The project builds on successes by Physics educators (primarily with motion sensors) in combining the use of technology and hands-on engineering experiments to achieve visual analysis of phenomena in real-time in the classroom. Our approach has expanded greatly by using a wide variety of inexpensive sensors that are easily interfaced with PCs. This enables our students to measure many different physical phenomena. We have developed a series of modules in one-page, and use a 20-minute activity format. We hope this format more readily enable faculty to incorporation our modules into their curriculum. Our best modules are being distributed and marketed with the assistance of the manufacturer of the sensors. Our modules have been designed to be appropriate for high school students. It has been our goal to implement our modules across multiple classes. The modules and the format we have created holds promise for students to make connections between courses and thus support curriculum integration. Students are encouraged to learn more effectively and both students and instructors are expected to enjoy the learning process. A multiple-intervention assessment protocol will be used to determine the comparative benefit to learning effectiveness of the following interventions: (1) presentation of concepts with time for reflection, (2) reflection guided by instructor demonstrations using the sensors, and (3) guided, active experimentation with the sensors. A pre-test / post-test design will be used to account for the effect of differences in the initial preparation of the different study populations.