两门课程的故事：两千名学生在电磁学导论中的表现
A Tale of Two Curricula: The performance of two thousand students in introductory electromagnetism
摘要：
超过2000名学生在介绍演算为基础的电磁学（E&M）课程在四个大型研究型大学的表现进行了测量，使用简要的电力和磁性评估（BEMA）。两种不同的课程在这些大学使用：传统的E&M课程和物质与相互作用（M&I）课程。在每一所大学，教学后BEMA测试平均值显着高于M&I课程比传统课程。测试后平均值的差异不能用诸如教学前BEMA分数、平均成绩或SAT分数等变量的差异来解释。BEMA性能的类别的项目组织的子主题进行了比较，在一所大学; M&I平均值显着较高的每个主题。结果表明，M&I课程是更有效的比传统的课程教学E&M的概念，学生，可能是因为在M&I的学习进展重组和增强传统的主题序列，例如，通过增加早期强调向量场的概念，并强调在微观层面上的影响领域的问题。
英文摘要：
The performance of over 2000 students in introductory calculus-based electromagnetism (E&M) courses at four large research universities was measured using the Brief Electricity and Magnetism Assessment (BEMA). Two different curricula were used at these universities: a traditional E&M curriculum and the Matter & Interactions (M&I) curriculum. At each university, post-instruction BEMA test averages were significantly higher for the M&I curriculum than for the traditional curriculum. The differences in post-test averages cannot be explained by differences in variables such as pre-instruction BEMA scores, grade point average, or SAT scores. BEMA performance on categories of items organized by subtopic was also compared at one of the universities; M&I averages were significantly higher in each topic. The results suggest that the M&I curriculum is more effective than the traditional curriculum at teaching E&M concepts to students, possibly because the learning progression in M&I reorganizes and augments the traditional sequence of topics, for example, by increasing early emphasis on the vector field concept and by emphasizing the effects of fields on matter at the microscopic level.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
