使用实验笔记本来检查学生在高年级电子实验课程中的建模参与
Using lab notebooks to examine students' engagement in modeling in an upper-division electronics lab course
摘要：
我们演示了如何使用学生的建模可以检查和评估使用学生的笔记本电脑收集的高年级电子实验室课程。在本科物理教育中，模型的使用是一种普遍的做法，但是构建、测试和精炼这些模型的过程却不太常见。我们把注意力集中在实验室课程上，该课程已被改造为在实验室活动中让学生参与建模过程。实验活动的设计是由一个框架，捕捉基于模型的推理，称为实验物理建模框架的不同组成部分的指导。我们演示了如何使用这个框架来评估学生的书面工作，并确定学生的基于模型的推理活动不同。从广义上讲，我们能够识别学生基于模型的推理的不同步骤，并评估他们推理的完整性。不同程度的脚手架存在于整个活动中，对学生在整个建模过程中的参与程度产生了影响，更多的脚手架活动会导致更彻底的参与过程。最后，我们发现学生们在这个过程中遇到最大困难的一步是将他们的解释数据与他们的模型预测进行比较。学生们在评估这种比较时没有使用足够复杂的标准，这导致了建模过程的中断。这可能表明，为了让学生在实验室活动中进一步使用基于模型的推理，教师需要为学生如何进行这些类型的实验比较提供进一步的脚手架。这是其他试图将建模作为学习目标的课程的重要设计考虑。
英文摘要：
We demonstrate how students' use of modeling can be examined and assessed using student notebooks collected from an upper-division electronics lab course. The use of models is a ubiquitous practice in undergraduate physics education, but the process of constructing, testing, and refining these models is much less common. We focus our attention on a lab course that has been transformed to engage students in this modeling process during lab activities. The design of the lab activities was guided by a framework that captures the different components of model-based reasoning, called the Modeling Framework for Experimental Physics. We demonstrate how this framework can be used to assess students' written work and to identify how students' model-based reasoning differed from activity to activity. Broadly speaking, we were able to identify the different steps of students' model-based reasoning and assess the completeness of their reasoning. Varying degrees of scaffolding present across the activities had an impact on how thoroughly students would engage in the full modeling process, with more scaffolded activities resulting in more thorough engagement with the process. Finally, we identified that the step in the process with which students had the most difficulty was the comparison between their interpreted data and their model prediction. Students did not use sufficiently sophisticated criteria in evaluating such comparisons, which had the effect of halting the modeling process. This may indicate that in order to engage students further in using model-based reasoning during lab activities, the instructor needs to provide further scaffolding for how students make these types of experimental comparisons. This is an important design consideration for other such courses attempting to incorporate modeling as a learning goal.
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