三种基于研究的物理活动设计方法
Three research-based approaches to the design of physics activities
摘要：
各种活动通常用于大学物理课程，包括实验室，辅导和工作室课程。教师必须在使用基于研究的活动，设计自己的活动或修改现有的活动之间进行选择。教师的选择取决于他们自己的目标和他们所选择的活动的目标。为了帮助他们在开发或修改活动，他们的情况下，我们研究基于研究的活动，以确定他们的目标和与这些目标相关的活动的功能。由于大多数活动要求学生执行任务，以帮助他们学习，六十六个活动，从11个不同的研究为基础的课程编码为学生的行动。编码方案包含10个类别的49个代码，这些代码是根据活动的子集、对一些活动设计者的采访以及美国物理教师协会2014年实验室报告的建议制定的。使用k-means聚类分析对结果进行了检查，揭示了三个设计聚类。我们将这些集群标记为像科学家一样思考，学习概念，建立模型。这三个集群反映了不同的设计目标。在“像科学家一样思考”集群中，活动强调学生设计实验、讨论、错误分析、合理性检查、支持主张以及假设或简化。学习概念集群侧重于结果预测和实验观察。Building Models群集强调讨论和回答不使用收集的数据的物理或数学问题。这项工作将物理活动中出现的共同特征与设计者的目标和策略联系起来。通过这种方式，它可以为教师提供一种更直接的方式来创建活动，实现他们想要的结果。
英文摘要：
A variety of activities are commonly used in college physics courses including lab, tutorials, and studio curricula. Instructors must choose among using research-based activities, designing their own activities or modifying existing activities. Instructors' choices depend on their own goals and the goals of activities from which they are choosing. To assist them in developing or modifying activities for their situation, we examine research-based activities to determine their goals and the features of the activities associated with these goals. Since most activities ask students to perform tasks to assist them in learning, sixty-six activities from eleven different research-based curricula were coded for student actions. The coding scheme containing forty-nine codes in ten categories was developed from a subset of activities, interviews with some of the activity designers, and recommendations from the American Association of Physics Teachers 2014 lab report. The results were examined using k-means cluster analysis revealing three design clusters. We label these clusters Thinking like a Scientists, Learning Concepts, Building Models. These three clusters reflect diverse design goals. In the Thinking like a Scientist cluster, activities emphasize design of experiments by students, discussion, error analysis, reasonableness checking, supporting claims, and making assumptions or simplifications. The Learning Concepts cluster focuses on prediction of results and experimental observations. The Building Models cluster emphasizes discussion and answering physics or math questions that do not use collected data. This work connects common features appearing in physics activities with the goals and strategies of the designers. In this way it may provide instructors with a more straightforward way to creat activities which achieve their desired outcomes.
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