Collaborative Research: Investigating Institutional Success at Overcoming Challenges in Algebra-based Studio Physics

这一混合方法研究项目调查了在高度互动的课堂上实施相同的研究性教学方法时，不同高等教育机构观察到的令人费解的学生学习收益差异问题。本研究调查了以代数为基础的工作室物理的模型实现，以确定和分析这种教学方法的关键特征。这项研究以以下问题为指导。研究问题1：以代数为基础的工作室物理是如何在各种机构和哪些类型的学生中实施的？研究问题2：为什么各系要以这种方式实施以代数为基础的工作室物理？研究问题3：哪些因素与学生的结果有关，表明学生的学习成果？以代数为基础的工作室物理构成了许多参加物理入门课程的学生的物理体验。然而，相对于以微积分为基础的工作室物理，这种教学物理的方法仍然没有得到充分的研究。因此，这项研究利用了一个独特的机会来考察学生的学习收获。这项研究考察了不同类型的学生在这种教学方法的模式实施中对互动教学策略的反应，以及机构类型如何影响教与学。三个初始机构是这项多阶段研究第一阶段的基础。其中一家机构报告称，学生在以代数为基础的工作室物理课程中获得了很高的学习收益。另外两家机构观察到学生的学习收益很低。第一阶段旨在为研究建立基线衡量标准。在第二阶段，研究小组正在检查另外12个利用基于代数的工作室物理的机构。这12家机构代表了美国实施这一方法的一系列机构。第二阶段包括的机构提供环境，研究团队在其中测试新出现的假设和第一阶段发现的稳健性。具体地说，该项目正在调查(A)不同机构的教师对基于代数的工作室物理模型实施的特点，以及(B)参与这些类型课程的学生的特征，以调查和解释观察到的学生学习收益的差异。研究方法包括课堂观察、访谈、调查和学生成绩评估。

This mixed methods research project investigates the puzzling problem of variations in student learning gains that are observed at different institutions of higher education when implementing the same research-based instructional method in highly interactive classrooms. The study investigates model implementations of algebra-based studio physics to identify and analyze the critical features of this instructional method. The study is guided by the following questions. Research Question1: How is algebra-based studio physics implemented at a variety of institutions and for what types of students? Research Question 2: Why are departments implementing algebra-based studio physics in those ways? Research Question 3: What factors are associated with student outcomes that indicate student learning gains? Algebra-based studio physics comprise the physics experience for many students who enroll in introductory physics courses. However, this approach to teaching physics remains understudied relative to calculus-based studio physics. Therefore, the research takes advantage of a unique opportunity to examine student learning gains. The study examines how different types of students respond to interactive teaching strategies in model implementations of this instructional method to teach physics and how institutional types influence teaching and learning. Three initial institutions serve as the basis for Phase 1 of this multi-phase study. One of the institutions has reported high student learning gains in the algebra-based studio physics courses. The other two institutions have observed low student learning gains. Phase 1 is designed to establish baseline measures for the research. During Phase 2 the research team is examining a total of twelve additional institutions that utilize algebra-based studio physics. The twelve institutions represent a range of those in the U.S. implementing this approach. Institutions that are included in Phase 2 provide settings in which the research team tests emergent hypotheses and the robustness of findings from Phase 1. Specifically, the project is investigating (a) characteristics of model implementations of algebra-based studio physics by faculty at different institutions and (b) the characteristics of students engaged in these types of courses, to investigate and explain the observed variations in student learning gains. Research methods include classroom observations, interviews, surveys, and student outcomes assessments.