使用研究验证的多项选择题序列提高学生对施特恩-格拉赫实验基础量子力学的理解
Improving student understanding of quantum mechanics underlying the Stern-Gerlach experiment using a research-validated multiple-choice question sequence
摘要：
在课堂上让学生参与精心设计的多项选择题，并要求他们在每个学生单独思考答案后与同龄人讨论答案，这可能是物理课程中有效的循证主动参与教学法。此外，经过验证的多项选择题序列比单独的多项选择题更有可能帮助学生建立良好的物理知识结构。在这里，我们讨论了一个框架来开发强大的多项选择题序列，然后使用框架的开发，验证和实施的多项选择题序列，重点是帮助学生学习量子力学通过施特恩-格拉赫实验，利用引导探究式学习序列在同一主题的互动教程。在开发和验证多项选择题序列的广泛研究，努力使其有效的学生在高层次的本科量子物理课程的各种事先准备。我们讨论了学生在评估任务上的表现，重点是施特恩-格拉赫实验后，传统的基于讲座的教学与参与后，研究验证的多项选择题序列管理的点击问题，学生有机会与他们的同龄人讨论他们的反应。
英文摘要：
Engaging students with well-designed multiple-choice questions during class and asking them to discuss their answers with their peers after each student has contemplated the response individually can be an effective evidence-based active-engagement pedagogy in physics courses. Moreover, validated sequences of multiple-choice questions are more likely to help students build a good knowledge structure of physics than individual multiple-choice questions on various topics. Here we discuss a framework to develop robust sequences of multiple-choice questions and then use the framework for the development, validation and implementation of a sequence of multiple-choice questions focusing on helping students learn quantum mechanics via the Stern-Gerlach experiment that takes advantage of the guided inquiry-based learning sequences in an interactive tutorial on the same topic. The extensive research in developing and validating the multiple-choice question sequence strives to make it effective for students with diverse prior preparation in upper-level undergraduate quantum physics courses. We discuss student performance on assessment task focusing on the Stern-Gerlach experiment after traditional lecture-based instruction vs. after engaging with the research-validated multiple-choice question sequence administered as clicker questions in which students had the opportunity to discuss their responses with their peers.
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