Workshops: Using Physics Education Research to Improve High and Middle School Physics

2020年7月13日至17日将举行约100人参加的在线研讨会，以及约25人参加的为期一周的面对面研讨会，将提供一系列由领先的学习科学家、教育研究人员、物理教育研究人员研究了基于证据的教学策略，以改变代表性高中的高中物理课程，并为创建包容性网络奠定基础，以支持和改善高中和初中的物理教育。尽管自20世纪80年代以来，高中物理课程的入学人数一直在稳步增长，但这些研讨会将有助于解决美国各州高中物理教育者的严重短缺问题。除了美国的高中物理教师短缺和学生入学人数增加之外，美国不到一半的高中物理课程是由拥有物理学位的教育工作者教授的。短期目标是提供相关循证教学实践的途径，以改变高中物理课程，并加强高中教师、专业同行和领先物理教育研究人员之间的伙伴关系。讲习班伙伴关系有可能激发课程干预和潜在干预的新想法，从而为扩大的倡议提供信息。研讨会参与者还可以选择参与一项研究，重点是了解当前高中物理教师面临的挑战。除了改进高中物理课程外，第二个目标是更好地了解如何克服高中教师面临的挑战，并在高中教育者和高等教育专家之间建立伙伴关系，以增加获得优质物理教育的学生人数。将这些不同的社区纳入一个研讨会的结果是，一系列不同的观点将成为创新的源泉，专注于解决超越物理教育的挑战，并长期影响STEM在大学层面的成功。研讨会的智力价值在于强调学习科学、教育研究人员和物理教育研究人员的专家领导。其目的是缩小高中物理教学方法的使用之间的差距，这种方法使较少的学生受益，并增加课程创新，基于领先的教育研究人员的介绍，以培养已知的最有效和最具影响力的学习技巧，动机，同侪学习和物理的持久性。PI计划采用点对点的学习方式，在研讨会参与者之间展开讨论，并计划收集、分析和传播他们重新设计的课程。鉴于学生对进入高中物理教室的需求不断增加，参与者将帮助讲习班社区确定需要解决的挑战。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

An online workshop with approximately 100 participants to be held July 13-17, 2020 and an in person week-long workshop with approximately 25 people will provide a series of sessions from leading learning scientists, education researchers, and physics education researchers on evidence-based pedagogical strategies to transform high school physics curricula across representative high schools and set the stage for the creation of an inclusive network to support and improve physics education in high school and middle school. The workshops will contribute toward addressing the considerable shortage of high school physics educators in every state in the U.S., even though enrollments in high school physics have been steadily increasing since the 1980s. In addition to a shortage of high school physics teachers in the U.S. and increased student enrollments, less than half of high school physics courses in the U.S. are taught by an educator with a physics degree. The short-term goals are to provide access to relevant evidence-based teaching practices to transform high school physics curricula, as well as to strengthen partnerships between high school teachers, their professional peers, and leading physics education researchers. Workshop partnerships have the potential to spark novel ideas for curricular interventions and potential interventions that could inform scaled up initiatives. Workshop participants will also have the option of participating in a research study focused on understanding current challenges for physics high school teachers. In addition to improving physics high school curriculum the second aim is to better understand how to overcome challenges faced by high school teachers and to develop partnerships between high school educators and higher education experts to increase the number of students who have access to a quality physics education. As a result of bringing these different communities into a single workshop, the set of diverse perspectives will be a source of innovation focused at solving challenges that go beyond access to physics education and affect STEM success at the university level, long-term.The intellectual merit of the workshops is provided by the emphasis on expert leaders in the learning sciences, educational researchers, and physics education researchers. The aim is to close the gap between the use of teaching methods in high school physics that benefit fewer students and increase curricular innovations, based on the presentation of leading educational researchers, to foster what is known about the most effective and high impact study skills, motivation, peer-to-peer learning, and persistence in physics. The PI plans to incorporate peer-to-peer learning to start discussions amongst workshop participants and also plans to collect, analyze, and disseminate their curricular redesigns. The participants will help the workshop community identify the challenges that need to be addressed given the increases in student demands for access to physics high school classrooms.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.