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

这个混合方法的研究项目调查了令人困惑的问题，即在不同的高等教育机构中，在高度互动的课堂上实施相同的基于研究的教学方法时，学生的学习收益会发生变化。本研究调查模型实现代数为基础的物理工作室，以确定和分析这种教学方法的关键特征。 本研究以下列问题为指导。 研究报告1：基于代数的工作室物理如何在各种机构中实施，以及针对哪些类型的学生？ 研究2：为什么各部门以这些方式实施基于代数的工作室物理？ 研究3：哪些因素与学生的学习成绩有关？基于代数的工作室物理包括物理经验的许多学生谁在入门物理课程注册。 然而，相对于基于微积分的工作室物理学，这种物理教学方法仍然研究不足。因此，这项研究利用了一个独特的机会来检查学生的学习成绩。 本研究探讨了不同类型的学生如何应对互动教学策略，这种教学方法的模型实施，教物理和机构类型如何影响教学和学习。三个初始机构作为本多阶段研究第1阶段的基础。其中一个机构报告说，学生在基于代数的工作室物理课程中取得了很高的学习成绩。 另外两所院校的学生学习成绩很低。第一阶段旨在为研究建立基线测量。 在第二阶段，研究小组正在研究总共12个利用基于代数的工作室物理的机构。 这12个机构代表了美国实施这一方法的一系列机构。第二阶段的机构提供了研究团队测试紧急假设和第一阶段发现的稳健性的环境。具体而言，该项目正在调查（a）不同机构的教师基于代数的工作室物理模型实现的特征和（B）参与这些类型的课程的学生的特征，以调查和解释观察到的学生学习收益的变化。 研究方法包括课堂观察、访谈、调查和学生成果评估。

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 Question2: Why are departments implementing algebra-based studio physics in those ways? Research Question3: 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.