Flexible Physics Instruction in an Integrated Lecture/Lab Environment

物理学（13）威斯康星州-普拉特维尔和麦迪逊地区技术学院的大学都在综合讲座/实验室教室教授他们所有的物理学入门课程。在讲座/实验室教室中，教师可以将联合收割机讲座、互动学习和实验室体验结合在一起。在这两个机构之间，至少有12名具有广泛教学风格的教师在综合讲座/实验室环境中教授入门物理学。 该项目包括四项活动：（1）开发实践教学材料，（2）教师培训，（3）购买实验室设备，（4）评估学生的学习和态度以及教师的教学风格和态度。目前正在对现有的实践学习材料和实验练习进行调整，以适应这两个机构的现有设备。正在为这两个机构的所有教员提供经过验证的互动和积极学习方法的培训。两家机构都在购买新的实验室设备。最后，评估提供了宝贵的见解，不同的教学风格的有效性在一个综合的讲座/实验室环境。智力优势：物理教育研究人员已经表明，当互动和动手活动引入物理课堂时，学生的学习会得到改善，即使在注册人数约为50名学生的教室中也是如此。这里使用的综合讲座/实验室方法与几所大学使用的方法相似，特别是北卡罗来纳州州立大学。在UWP切换到讲座/实验室教室的主要目标是通过增加使用主动学习教学方法提供更有效的物理教学。更广泛的影响：该项目影响学生，教师和物理教育界。这两个机构的物理学生都受益于引入综合讲座/实验室教室的互动和动手活动。教师受益于实践教学材料和主动学习方法的培训。最后，物理教育界受益。学生学习风格与教学风格的相关性研究是物理教育研究的延伸，旨在研究在综合的课堂/实验环境中，教学风格对学生学习的影响。其他大学，学院和技术学校考虑切换到讲座/实验室环境可以从这个项目的经验中受益。

Physics (13) Both University of Wisconsin - Platteville and Madison Area Technical College are teaching all their introductory physics classes in integrated lecture/lab classrooms. In the lecture/lab classrooms instructors can combine lecture, interactive learning, and laboratory experiences all within a single class period. Between the two institutions, at least 12 instructors with a wide range of teaching styles are teaching introductory physics in an integrated lecture/lab environment. This project consists of four activities: (1) the development of hands-on instructional materials, (2) faculty training, (3) the purchase of laboratory equipment, and (4) assessment of student learning and attitudes and faculty teaching styles and attitudes. Existing hands-on learning materials and laboratory exercises are being adapted to the equipment available at the two institutions. Training in proven interactive and active learning methods is being provided for all the faculty at both institutions. Both institutions are purchasing new lab equipment. Finally, the assessments provide valuable insights into the effectiveness of different teaching styles within an integrated lecture/lab environment. Intellectual Merit: Physics education researchers have shown that student learning improves when interactive and hands-on activities are introduced into the physics classroom, even in classrooms with enrollments around 50 students. The integrated lecture/lab approach used here is similar to the approach used at several universities, in particular North Carolina State University. The primary goal of switching to lecture/lab classrooms at UWP is to provide more effective physics instruction through increased use of active-learning instructional methods. Broader Impact: This project impacts students, faculty, and the physics education community. The physics students at both institutions benefit from interactive and hands-on activities introduced into the integrated lecture/lab classrooms. The faculty benefit from the hands-on instructional materials and the training in active-learning methods. Finally, the physics education community benefits. The correlation studies between student learning and teaching styles are an extension to physics education research into the effects of teaching styles on student learning in an integrated lecture/lab environment. Other universities, colleges, and technical schools considering a switch to a lecture/lab environment can benefit from the experiences in this project.