Teaching and Learning in Online Laboratories in Physics

本计划旨在改善大学物理课程线上实验室环境的教与学，以服务国家利益。在2019冠状病毒病大流行期间，许多学院和大学被迫将传统的面对面课程和实验室转移到在线形式。由于许多典型的实验室经验涉及与设备的实际互动，以及教师的示范和密切监督，因此创建在线变体以教授相同的概念和技能并满足学生的个人需求是具有挑战性的。对于教育工作者来说，重要的是要了解在大流行期间激增的远程实验室体验是否公平、严格、全面，并能满足学生的个人学习和社会需求。本研究将研究这些问题。这个项目将调查本科物理教师和学生如何参与和执行在线实验室。它将从教师（教师和研究生）的角度关注在线学习环境中教学的决策过程和实施，特别强调实验室教学。本研究还将探讨本科物理系学生对实验室经历的态度和学业表现，包括学生是否在性别、种族或社会阶层方面有不同的经历。该研究将确定如何改善本科科学的教学方法、学生在物理方面的表现以及学生对物理和在线学习的态度，特别是对于来自STEM中代表性不足的群体的学生。研究问题将包括以下内容：(1)物理教师和研究生助教如何调整实验课程材料以过渡到远程学习，以及他们的教学实践在在线媒体中的特点是什么？(2)影响在线教学的因素有哪些，包括先验知识和培训、同侪协作和外部指令？(3)在线实验教学在多大程度上具有技术、后勤和教学方面的紧张关系？这些挑战如何在整个学期中得到有效缓解？(4)参与网络物理教学对学生物理自我效能感、自我概念、认同、认识论、动机和职业意向的社会认知观有何影响？(5)参与网络实验室对学生物理知识和技能的获取有何影响？NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。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。

This project aims to serve the national interest by improving teaching and learning in online laboratory environments in college physics courses. During the COVID-19 pandemic, many colleges and universities were forced to move traditionally face-to-face classes and labs to online formats. Because many typical lab experiences involve hands-on interaction with equipment, as well as demonstrations and close supervision by instructors, it is challenging to create online variations that teach the same concepts and skills and that meet individual students' needs. It is important for educators to understand whether remote lab experiences, which proliferated during the pandemic, are equitable, rigorous, comprehensive, and responsive to students' individual learning and social needs. This research will study those issues.This project will investigate how undergraduate physics instructors and students engage and perform in online laboratories. It will focus on the decision-making processes and implementation of teaching in an online learning environment from the perspective of instructors (faculty and graduate students), with a particular emphasis on laboratory instruction. The research will also explore the attitudes and academic performance of undergraduate physics students with regard to their lab experiences, including whether the students have differentiated experiences with respect to gender, ethnicity, or social class. The research will identify ways in which pedagogy in undergraduate science, students' performance in physics, and students' attitudes toward physics and online learning may be improved, particularly for students from groups that are underrepresented in STEM. Research questions will include the following:(1) How have physics faculty and graduate teaching assistants adapted laboratory course materials to transition to remote learning, and how are their pedagogical practices characterized in the online medium?(2) What factors influence their online teaching in terms of prior knowledge and training, peer collaboration, and external directives?(3) To what extent is online lab instruction characterized by technical, logistical, and pedagogical tensions, and how are these challenges formatively mitigated throughout the semester?(4) How are students' sociocognitive views of physics self-efficacy, self-concept, identity, epistemology, motivation, and career intentions influenced by participation in online physics instruction?(5) How is students' acquisition of physics knowledge and skills influenced by participation in online labs?The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.