热逆温实验对STEM学生阻尼谐振运动学习与应用的影响
Effects of a thermal inversion experiment on STEM students learning and application of damped harmonic motion
AI总结：
本研究提出一种模拟温度逆温下颗粒物动力学的家庭实验，将其建模为阻尼谐振运动。26名STEM一年级学生参与实验并回答定性问题，结果表明该开放式实验有效促进了学生对物理现象的理解及认知论发展。
摘要：
在本科物理课程中，有多种教学方法可以促进协作性和个人独立学习。然而，很少有教育研究旨在探讨学生如何通过以环境问题为重点、需要数学建模和实验的开放式活动来学习和应用新知识。在本研究中，我们提出了一种新颖的家庭实验，以模拟温度逆温条件下颗粒物的动力学，并将其建模为阻尼谐振运动。26名主修STEM专业的一年级学生在设计并完成该实验后，回答了六个定性问题。这些问题有助于分析学生关于物理主题学习过程及其应用的认知论信念。结果表明，这类开放式实验能够促进学生理解物理现象。此外，该实验表明，通过给予学生寻找不同知识来源的机会，使其成为自主学习者，而非将教授视为认知权威，物理教授能够借此促进学生的认知论发展。最后，学生将该活动描述为一种积极的体验，帮助他们认识到在不同环境背景下应用物理主题的替代方法。
英文摘要：
There are diverse teaching methodologies to promote both collaborative and individual work in undergraduate physics courses. However, few educational studies seek to understand how students learn and apply new knowledge through open-ended activities that require mathematical modeling and experimentation focused on environmental problems. In this work, we propose a novel home experiment to simulate the dynamics of a particulate under temperature inversion and model it as damped harmonic motion. Twenty six first year students enrolled in STEM majors answered six qualitative questions after designing and developing the experiment. These questions helped analyze the students epistemological beliefs about their learning process of physics topics and its applications. Results showed that this type of open-ended experiments could facilitate the students understanding of physics phenomena. In addition, this experiment showed that it could help physics professors to promote students epistemological development by giving their students the opportunity to search for different sources of knowledge and becoming self-learners instead of looking at the professor as the epistemological authority. At the end, students described this activity as a positive experience that helped them realize alternative ways to apply physics topics in different contexts of their environment.
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