互动参与教学技术的中学实施：海湾阿拉伯国家背景下的选择和挑战
Secondary implementation of interactive engagement teaching techniques: Choices and challenges in a Gulf Arab context
摘要：
我们报告的“协作研讨会物理”的教学策略，提供第一个IE微积分为基础的物理课程在哈利法大学，阿联酋。据这些作者所知，这是阿拉伯半岛上第一个使用基于PER的教学的课程。阿联酋普通大学和STEM教学的简史。我们提出了这种二次实现（SI）作为一个新的背景下的案例研究，并使用它来确定是否PER为基础的指令可以成功地实现远离主要开发人员的文化背景，如果是这样的话，如何可能这样的SI不同于美国境内的SI。鉴于这些问题，改革前的基线MPEX，FCI，课程考试和英语语言能力的数据被用来设计一个混合实施的合作小组问题解决。我们发现，对于英语水平高的学生，FCI的归一化增益从<g>改革前的= 0.16+/-0.10<g>提高到改革后的= 0.47+/-0.08，表明成功的SI。我们还发现，<g>强烈调制的语言水平，并讨论可能的原因。不考虑语言技能，解决问题的能力也得到了提高，课程DFW率从50%下降到24%。特别是，我们在改革后的学生访谈中发现的证据表明，以前的课堂经验，而不是更广泛的文化对教育的期望，是更重要的原因，期望与课堂规范的运作良好的PER为基础的教学。这一结果是证据，PER为基础的创新可以在文化背景的巨大变化中实施，只要该方法是经过深思熟虑的适应预期的背景和文化特定的学生的期望。这个案例研究应该是有价值的，在其他机构，无论是在海湾地区和发展中国家，面临类似的挑战，涉及美国以外的个人退休金为基础的教学SI的未来改革。
英文摘要：
We report on a "Collaborative Workshop Physics" instructional strategy to deliver the first IE calculus-based physics course at Khalifa University, UAE. To these authors' knowledge, this is the first such course on the Arabian Peninsula using PER-based instruction. A brief history of general university and STEM teaching in the UAE is given. We present this secondary implementation (SI) as a case study of a novel context and use it to determine if PER-based instruction can be successfully implemented far from the cultural context of the primary developer and, if so, how might such SIs differ from SIs within the US. With these questions in view, a pre-reform baseline of MPEX, FCI, course exam and English language proficiency data are used to design a hybrid implementation of Cooperative Group Problem Solving. We find that for students with high English proficiency, normalized gain on FCI improves from <g> = 0.16+/-0.10 pre- to <g> = 0.47+/-0.08 post-reform, indicating successful SI. We also find that <g> is strongly modulated by language proficiency and discuss likely causes. Regardless of language skill, problem-solving skill is also improved and course DFW rates drop from 50% to 24%. In particular, we find evidence in post-reform student interviews that prior classroom experiences, and not broader cultural expectations about education, are the more significant cause of expectations at odds with the classroom norms of well-functioning PER-based instruction. This result is evidence that PER-based innovations can be implemented across great changes in cultural context, provided that the method is thoughtfully adapted in anticipation of context and culture-specific student expectations. This case study should be valuable for future reforms at other institutions, both in the Gulf Region and developing world, facing similar challenges involving SI of PER-based instruction outside the US.
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。
