解决学生在在线和面对面课堂中使用多项选择题序列学习两态量子系统量子测量时所遇困难的挑战
Challenges in addressing student difficulties with quantum measurement of two-state quantum systems using a multiple-choice question sequence in online and in-person classes
AI总结：
本研究在高级量子力学课程中，通过在线与面对面教学，评估了点击器问题序列（CQS）对两态系统量子测量概念学习的影响，并比较了传统讲授与CQS干预后的学生表现，分析了三年实施中的趋势。
摘要：
经过研究验证的多项选择题构成了一种易于实施的教学工具，用于搭建学生学习支架并对学生的知识进行形成性评估。我们展示了连续几年中，在量子测量应用于两态量子系统的背景下，实施一套经过研究验证的多项选择题序列（本研究称之为点击器问题序列，CQS）所得到的发现。本研究在高级本科生量子力学课程中进行，跨越三年，涵盖在线和面对面两种学习环境。学生在接受关于相关概念的传统讲授式教学后，对其学习效果进行了评估，并将其表现与参与CQS后进行的类似评估结果进行了比较。我们分析、比较并讨论了三次实施中观察到的趋势。
英文摘要：
Research-validated multiple-choice questions comprise an easy-to-implement instructional tool that serves to scaffold student learning and formatively assess students' knowledge. We present findings from the implementation, in consecutive years, of a research-validated multiple-choice question sequence [referred to in this study as a Clicker Question Sequence (CQS)] on quantum measurement as it applies to two-state quantum systems. This study was conducted in an advanced undergraduate quantum mechanics course, in both online and in-person learning environments across three years. Student learning was assessed after traditional lecture-based instruction in relevant concepts, and their performance was compared with that on a similar assessment given after engaging with the CQS. We analyze, compare, and discuss the trends observed in the three implementations.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
