在物理多媒体传播课程中通过反思来学习
Reflecting to learn in a physics multimedia communication course
AI总结：
该研究在物理高年级多媒体演讲课中引入批判性反思与同伴评价，发现其对即时测验成绩影响很小，而内容保持和迁移主要与多媒体学习质量指标及先验接触相关。
摘要：
科学传播技能被视为物理专业本科生必不可少的学习目标。然而，高选课人数和有限的课堂资源，给学生提供充足的正式演讲技能练习机会带来了显著障碍。我们在一门物理高年级研讨课中考察了整合式批判性反思与同伴评价活动的使用，目的既在于改善学生学习成果，也在于补充受到严格限制的演讲时间。整个学期中，每名学生围绕自己的研究或一门高阶课程主题，进行一次8分钟的多媒体演讲。每次演讲后，听众完成两种随机分配的同伴评价之一：一种是提示批判性反思的处理组表格，另一种是不作这种提示的对照组表格。每节课结束时，会进行一次关于当天演讲所介绍概念的简短测验。我们观察到，对照组与处理组学生在测验分数上的差异极小。相反，我们发现，对演讲内容的保持和迁移，与 Cognitive Theory of Multimedia Learning（多媒体学习认知理论）中描述的某些演讲质量指标相关，也与学生自我确认的此前对演讲主题的接触程度相关。
英文摘要：
Science communication skills are considered essential learning objectives for undergraduate physics students. However, high enrollment and limited class resources present significant barriers to providing students ample opportunities to practice their formal presentation skills. We investigate the use of integrated critical reflection and peer evaluation activities in a physics senior seminar course both to improve student learning outcomes and to supplement highly restricted presentation time. Throughout the semester, each student delivers one 8-min multimedia presentation on either their research or an upper-division course topic. Following each presentation, audience members complete one of two randomly assigned peer evaluations: a treatment form that prompts critical reflection or a control form that does not. Each class period concludes with a short quiz on concepts presented in that day's presentations. We observe minimal differences in quiz scores between students in the control and treatment groups. Instead, we find that retention and transfer of presentation content correlate with certain metrics of presentation quality described in the Cognitive Theory of Multimedia Learning and with self-identified prior exposure to presentation topics.
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