Enhancing Introductory Physics Sequences Using Forced Response in the Dynamic CELL (Collaborative Educational Learning Laboratory)

物理学(13)。这个项目改变了基于代数和微积分的入门物理序列，从传统的讲课/实验室形式转变为基于新程序的主动学习环境，该程序结合了强迫反应和细胞的概念。强迫回答要求学生回答一系列问题和评估，这些问题和评估旨在找出特定学习单元开始、贯穿和结束时的薄弱环节。CELL(协作教育学习实验室)是学生和教职员工共同学习的真正实验室。对于教职员工来说，CELL为研究学生学习的新领域提供了机会。这部著作的学术价值在于阐述了什么是科学，以及应该如何教授科学。课程完全在一个牢房里教授，学生不会去单独的房间进行实验室练习。一系列以探究为基础的实践活动结合了新课程的讲课/实验部分。这项提案的更广泛影响体现在医生、药剂师和所有从东肯塔基大学毕业的中学理科教师身上，他们学习了这两种物理序列中的一种，对科学的基础理解得到了加强。

Physics (13). This project changes the algebra and calculus based introductory physics sequences from a traditional lecture/laboratory format to a new active-learning environment based on a new program that incorporates the concepts of Forced Response and CELLs. Forced Response requires students to respond to a series of questions and assessments designed to identify areas of weakness at the beginning, throughout, and at the end of particular units of study. The CELL (Collaborative Educational Learning Laboratory) is employed as a true laboratory for learning by both student and faculty. For faculty the CELL provides an opportunity for research into new areas of student learning. The intellectual merit of the work addresses what science is and how science should be taught. Courses are taught completely in a CELL and students do not go to separate rooms for laboratory exercises. A series of inquiry-based, hands-on activities combine the lecture/laboratory portions of the new course. The broader impact of the proposal is seen in the doctors, pharmacists, and all secondary science teachers graduating from Eastern Kentucky University who take one of these two physics sequences and have a strengthened fundamental understanding of science.