使用刻意实践框架改造四年级现代光学课程
Transforming a 4th year Modern Optics Course Using a Deliberate Practice Framework
摘要：
我们提出了一项研究，主动学习策略在高年级物理课程。这项工作的指导原则是刻意练习，以发展专业知识，这一原则被用于材料的设计和学生的课堂活动的编排。我们提出了我们的过程中，有效地转换为这样一个课程的活动，主动学习方法的基础上，教师笔记的传统讲座课程。90%的相同材料被覆盖，并且在转换后，常见考试问题的分数显示出15%的改善，效应量大于1。我们观察到，改进和相关的效果大小是持续后，移交材料给第二个教练。由于考试问题的改进是独立的具体问题的主题，因为测试的材料是如此先进和广泛的数学（包括线性代数，傅立叶变换，偏微分方程，向量微积分），我们希望转换过程可以适用于大多数上师物理课程具有类似的数学基础。
英文摘要：
We present a study of active learning pedagogies in an upper division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials and the orchestration of the classroom activities of the students. We present our process for efficiently converting a traditional lecture course based on instructor notes into activities for such a course with active learning methods. Ninety percent of the same material was covered and scores on common exam problems showed a 15 % improvement with an effect size greater than 1 after the transformation. We observe that the improvement and the associated effect size is sustained after handing off the materials to a second instructor. Because the improvement on exam questions was independent of specific problem topics and because the material tested was so mathematically advanced and broad (including linear algebra, Fourier Transforms, partial differential equations, vector calculus), we expect the transformation process could be applied to most upper division physics courses having a similar mathematical base.
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