在 introductory physics lab course 中促进实验技能习得的 scaffolded curriculum
A scaffolded curriculum to foster experimental skills acquisition in an introductory physics lab course
AI总结：
本文介绍了一种 introductory physics lab course 的全面重新设计，通过设定明确学习目标、定制活动与评估、实施 course scaffolding 以及转变 instructors 角色来促进学生主动参与和科学实验技能发展，为教育工作者提供实用见解。
摘要：
本文概述了 introductory physics laboratory course 的一次全面重新设计，旨在促进学生的主动参与，提升科学实验技能并培养专家式的态度。重新设计过程包括重新定义具体且可衡量的学习目标，以及开发定制活动和评估量规来实现和评估这些目标。为了实施 course scaffolding，我们对先前存在的课程格式、空间、physics topics contexts 和评估进行了重大修改。instructors 的角色从传授知识转变为促进学生决策和培养协作学习环境。为了指导 laboratory transformation，我们使用了基于研究的调查结果。这项工作为寻求重新设计 laboratory courses 的教育工作者提供了实用见解，强调了 physics education 中真实的科学实践和学生驱动的学习体验。
英文摘要：
This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign process involved redefining specific and measurable learning goals and the development of tailored activities and assessment rubrics to reach and assess those goals. In order to implement course scaffolding, we made significant modifications to the previously existing course format, space, physics topics contexts, and assessment. Instructors` roles evolved from imparting knowledge to promoting student decision-making and fostering a collaborative learning environment. To guide the laboratory transformation we used the results of a research-based survey. This work offers practical insights for educators seeking to redesign laboratory courses, emphasizing authentic scientific practices and student-driven learning experiences in physics education.
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