为生物学家重塑大学物理学：阐述认识论课程
Reinventing College Physics for Biologists: Explicating an epistemological curriculum
摘要：
马里兰大学物理教育研究小组（Umd-PERG）进行了一项为期五年的研究项目，以重新思考，观察和改革介绍代数为基础的（大学）物理。这门课是马里兰物理系的大型服务课程之一，主要为生命科学专业服务。在与生物学家协商后，我们重新将课程的重点放在帮助学生学习科学思考上--建立连贯性，从机制的角度思考，并遵循假设的含义。我们设计的课程，以挖掘学生的生产性概念和认识论资源，从学习研究的理论框架的基础上。改革后的班级在时间和教学人员方面保留了传统的结构，但我们修改了现有的最佳实践课程材料，包括同伴教学，互动讲座演示和Tuesday。我们为学生的协作提供了班级控制的空间，这使我们能够直接观察和记录学生的学习。我们还扫描了所有的书面作业和考试，我们管理的前后概念和认识论的调查。改革后的类增强了强大的收益前后的概念测试产生的最佳实践材料，同时获得前所未有的前后收益的认识论调查，而不是传统的损失。
英文摘要：
The University of Maryland Physics Education Research Group (UMd-PERG) carried out a five-year research project to rethink, observe, and reform introductory algebra-based (college) physics. This class is one of the Maryland Physics Department's large service courses, serving primarily life-science majors. After consultation with biologists, we re-focused the class on helping the students learn to think scientifically -- to build coherence, think in terms of mechanism, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials, including Peer Instruction, Interactive Lecture Demonstrations, and Tutorials. We provided class-controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations, and we administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses.
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