Evolution of a Model Program to Improve Student Learning in Physics at the Undergraduate Level and Beyond

这个项目是一个长期愿景的一部分，旨在对从小学到研究生的学生和教师产生影响。主要目标是提高所有选修本科物理的学生的学习水平。相关的目标是加强教师在大学预科阶段通过探究教授物理和物理科学的准备，引导研究生成为有效的助教，并帮助当前和未来的教师发展必要的专业知识，以引入和维持有效的创新。华盛顿大学的物理教育小组通过一个协调的、反复的学习和教学研究过程、教学材料的开发、在课堂上的实施和学生成绩的评估来实现这些目标。智力价值：在这个项目中，该小组(a)丰富了本科物理学习和教学的研究基础，(b)扩大了本科教学的研究性材料的范围，(c)将这些材料传播给其他教师，(d)促进教师在实施方面的专业知识的发展，以及(e)评估在各种教学环境中的有效性。该项目建立在该小组先前在研究学生对物理的理解方面的经验基础上，并制作和传播了两种基于研究的课程：物理学入门教程（普伦蒂斯霍尔）和探究物理（威利）。每一个都构成了一套扩展材料的核心，统称为物理教程和物理探究套件。第一部分包括一个面向缺乏基本数学和推理能力的物理入门级学生的部分，以及另一个面向入门级以上学生的部分。PbI套件适用于各种人群，包括K-12教师，有志于科学相关职业的准备不足的学生，以及非科学专业的学生。一个新的组成部分侧重于基本概念和推理能力，需要教科学在小学年级。另一个帮助初中和高中教师准备教授现代物理。虽然这个项目的主要重点是教程，但也在进行一些PbI的开发。广泛影响：教学材料对本科生的物理学习有直接影响：(1)理工科专业的物理入门课程（以微积分和代数为基础），(2)物理专业的低年级和高年级课程，(3)未来K-12教师的物理课程，(4)非科学专业的物理课程，(5)渴望科学相关职业的科学和数学准备不足的学生的物理课程。该项目嵌入在一个更大的整体努力中，有助于确保产生更广泛的影响。该小组在开发和评估课程的过程中与众多机构的教师合作。这些合作支持并维持了广泛的采用。也正在为这两种课程组建用户小组。由于PbI旨在促进职前教师和在职教师的专业发展，因此K-12学生间接受益。该项目对研究生助教有直接的影响，他们将获得让学生积极学习的教学方法的经验。除了对研究基地作出贡献外，该计划还通过研究生、博士后和小组访客的专业发展，建立了基于学科的教育研究能力。

This project is part of a long-range vision that is designed to have an impact on students and teachers from elementary through graduate school. The primary goal is to improve learning by all students who take undergraduate physics. Related goals are to strengthen the preparation of teachers to teach physics and physical science by inquiry in the precollege grades, to guide graduate students in becoming effective teaching assistants, and to help current and future faculty develop the expertise necessary to introduce and sustain effective innovations. The Physics Education Group at the University of Washington works toward these goals through a coordinated, iterative process of research on learning and teaching, development of instructional materials, implementation in the classroom, and assessment of student achievement. Intellectual merit: In this project, the group is (a) enriching the research base on the learning and teaching of undergraduate physics, (b) expanding the range of research-based materials for undergraduate instruction, (c) disseminating the materials to other faculty, (d) promoting the development of faculty expertise in implementation, and (e) assessing effectiveness in a variety of instructional environments. The project builds on the prior experience of the group in research on student understanding of physics and the production and dissemination of two research-based curricula: Tutorials in Introductory Physics (Prentice Hall) and Physics by Inquiry (Wiley). Each forms the nucleus of an extended set of materials, collectively entitled Tutorials in Physics and the Physics by Inquiry Suite. The first includes a component for students in introductory physics who lack basic mathematical and reasoning skills and another component for students beyond the introductory level. The PbI Suite is intended for a variety of populations, including K-12 teachers, underprepared students aspiring to science-related careers, and students not majoring in science. A new component focuses on basic concepts and reasoning skills needed to teach science in elementary grades. Another helps prepare middle and high school teachers to teach modern physics. Although the main focus in this project is on Tutorials, some development of PbI is taking place. Broad impact: The instructional materials have a direct effect on the learning of physics by undergraduates in: (1) introductory physics courses for science and engineering majors (calculus- and algebra-based), (2) lower and upper division courses for physics majors, (3) physics courses for future K-12 teachers, (4) physics courses for non-science majors, and (5) physics courses for students under-prepared in science and mathematics who aspire to science-related careers. The project is embedded in a larger overall effort that helps ensure an even broader impact. The group is working with faculty at a wide range of institutions in the process of developing and assessing curriculum. These collaborations support and sustain wide adoption. User groups are also being formed for both curricula. Since PbI is intended for the professional development of both preservice and inservice teachers, K-12 students indirectly benefit. The project has a direct effect on graduate teaching assistants, who will gain experience with an instructional approach that engages students in active learning. In addition to contributing to the research base, the project builds the capacity for discipline-based education research through the professional development of graduate students, post-docs and visitors to the group.