Interactive Video Tutorials for Enhancing Problem Solving, Reasoning and Meta-cognitive Skills of Introductory Physics Students

智力优势：该项目正在开发和评估一套20个交互式视频教程为基础的问题，以帮助微积分和代数为基础的课程介绍物理学生学习有效的解决问题的技术。有效的问题解决始于定性分析，然后是决策，实施，评估和反思阶段。大多数入门学生不会自动掌握这些技术，需要帮助。 学生在互动的环境中使用具体的例子学习解决问题的技巧。 他们被要求解决子问题（研究指导多项选择题），以显示他们在解决问题的每个阶段的理解水平。多项选择题中的备选项引出了学生在理解相关概念时普遍存在的困难。 更广泛的影响：网络可访问教程的自定进度性质和其中说明的解决问题的方法是灵活的，适应性强，足以满足各种学生的需求，包括那些有风险和需要额外帮助的学生。代表性不足的少数群体、有学习障碍的学生和妇女通常对向教师寻求帮助比较犹豫或害怕，特别可能从这些辅导中受益。 这些教程既可以用来帮助学生解决家庭作业中的问题，也可以作为学生自学的工具。他们可以成为研究生助教和教师以及高中教师和学生的资产。 一个长期的目标是将视频与介绍性的物理序列和教科书相结合。 项目的评估来自课内和课外对照研究，两者相辅相成。课外研究比较了使用教程与视频，音频和文本选项的“匹配”学生的表现，以及那些从非教程方式获得相同内容的学生的表现。元认知能力发展的证据可以通过分析学生在访谈过程中的有声思维协议来追踪。课堂研究比较了在自然课堂环境中使用教程的学生与在类似课程中不使用教程的学生的表现。 对该项目的评估对有兴趣开发远程教育工具的教育工作者是有用的。

Intellectual Merit: The project is developing and assessing a set of twenty interactive video tutorial-based problems to help introductory physics students in calculus- and algebra-based courses learn effective problem-solving techniques. Effective problem solving begins with a qualitative analysis, followed by decision making, implementation, assessment, and reflection phases. Most introductory students do not acquire these techniques automatically and need help with them. Students are learning problem solving skills using concrete examples in an interactive environment. They are required to solve sub-problems (research-guided multiple-choice questions) to show their level of understanding at every stage of problem solving. The alternative choices in the multiple-choice questions elicit difficulties students commonly have with relevant concepts. Broader Impact: The self-paced nature of the web-accessible tutorials and the problem-solving approach illustrated in them are flexible and adaptable enough to meet the needs of a diverse variety of students including those who are at risk and need extra help. Underrepresented minorities, students with learning disabilities and women who are typically more hesitant or intimidated about asking for help from instructors particularly may benefit from these tutorials. The tutorials can be used both as aids to problem solving in homework assignments and as a self-study tool by students. They can be an asset to the graduate teaching assistants and faculty as well as high-school teachers and students. A longer term goal is to integrate the videos with an introductory physics sequence and textbook. Assessment of the project comes from in-class and out-of-class control studies, which complement each other. The out-of-class study compares the performance of "matched" students using tutorials with the video, audio and text options with each other and against those who receive identical content from non-tutorial means. Evidence for the development of the meta-cognitive ability can be tracked by analyzing students' think-aloud protocol during the interviews. The in-class study compares the performance of students who use tutorials with those who do not use them in similar classes in the natural classroom setting. The evaluation of the project is useful for educators who are interested in developing distance education tools.