理解学生在情境丰富问题中的路径

探索物理教师身份分享：通向共情的一条路径

Exploring Faculty Identity Sharing: A Pathway to Empathy in Physics Faculty

本研究基于19名物理教师访谈，构建四种身份分享画像，发现教师公开身份与学生主动求助相关，并揭示促进对话是共情发展的关键起点。

面向高中生与准大学生的量子科学培养路径

Pathways to Quantum Science for High-School and Incoming College Students

本文针对高中和初中推广量子计算与量子信息科学的三大障碍，开发面向高中生和准大学生的双学分课程项目，重点研究量子虚拟实验室与ZX演算在课堂中的应用价值。

Engaged pedagogy: An Innovative method to Teach Physics

Most science classes and in particular Physics are delivered through traditional teaching methods. More specifically, in the traditional stand-and-deliver lecture, the information was transmitted unilaterally from the teacher to the student and hence the students are only passive participants. Recent studies revealed that traditional lectures are inefficient and even more do not help students understand key concepts or develop critical thinking skills. Mazur described the traditional lecture as the illusion of teaching for teachers, and the illusion of learning for learners. However, one of th…

Characterizing active learning environments in physics using network analysis and COPUS observations

This study uses social network analysis and the Classroom Observation Protocol for Undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP, Context-Rich Problems, and Tutorials in Introductory Physics were investigated. Students in each curriculum were given a survey at the beginning and end of term, asking them to self-identify peers with whom they had meaningful interactions in class. Every curriculum showed an increase in the average number of student connections from the beginning of term to the en…

Investigating how students collaborate to generate physics problems through structured tasks

Traditionally, scholars in physics education research pay attention to students solving well-structured learning activities, which provide restricted room for collaboration and idea-generation due to their close-ended nature. In order to encourage the socialization of information among group members, we utilized a real-world problem where students were asked to generate a well-structured physics task, and investigated how student groups collaborated to create physics problems for younger students at an introductory physics course at a university in northern Chile. Data collection consists of a…

自我诊断、脚手架和转移：两个问题的故事

Self-Diagnosis, Scaffolding and Transfer: A Tale of Two Problems

帮助学生从自己的错误中学习可以帮助他们在学习物理内容时养成思维习惯。在认知学徒模式的基础上，我们要求学生自我诊断他们的错误，并从反思他们的问题解决方案中学习。不同水平的脚手架支持提供给不同小组的学生，以诊断他们的错误，在两个上下文丰富的问题，学生最初解决的背诵测验。在这里，我们讨论了学生在两个自我诊断活动和迁移任务的不同支架的认知参与。

建模物理学博士生何时以及如何寻找研究课题组：兴趣与先前研究经验在及时融入课题组中的作用

Modeling when and how physics PhD students search for a research group: the role of interests and prior research experiences in timely group integration

本研究通过访谈40名物理学博士生，构建模型揭示其寻找研究课题组的路径，发现早期研究经验有助于提前锁定兴趣，并识别出两类高风险流失学生，为完善支持机制提供依据。

理解两种积分方法在可分一阶微分方程中的应用

Understanding the use of two integration methods on separable first order differential equations

我们提出的证据，从三个学生的互动，其中两种类型的常见的解决方法，用于解决简单的一阶微分方程。我们使用资源的语言来描述这些，考虑认知游戏作为沿着包含链接的程序和概念资源的资源图的解决方案的特定途径。使用成绩单数据，我们定义了几个程序资源，显示它们如何可以组织成两个方面的先前描述的认知游戏，并产生一个资源图，允许可视化的认知游戏的这一部分。通过代表两个正确的数学程序的共享资源，我们帮助澄清的思维类型，学生从事学习时，将数学推理应用到物理和说明如何“失败连接”两个想法往往会阻碍学生的成功解决问题。

学生对课堂提问的书面回答与天体物理学关键概念理解的相关性研究

An Investigation into the Correlations between Students' Written Responses to Lecture-Tutorial Questions and their Understandings of Key Astrophysics Concepts

本文报道了学生对天文学入门概念的理解与他们对有针对性的讲课问题的书面回答的正确性和一致性之间的相关性。我们评估了454名大学水平的普通教育天文学入门学生在2010年，2011年和2012年春季授课的课程的正确性和一致性。我们假设，学生谁一贯提供高水平的正确性和一致性的反应将优于学生谁没有对天文学内容知识的多项措施。我们将学生的正确性和一致性分数与他们在光和光谱学概念量表（LSCI）上的归一化增益以及他们在密切相关的考试项目上的分数进行了比较。我们的分析显示，学生的正确性和连贯性得分与他们的LSCI成绩或考试项目得分之间不存在显着的相关性。然而，我们研究中的参与者组在LSCI和密切相关的考试项目上确实取得了高分。我们假设，这些差异是由于学生之间发生的讨论，这表明，教师谁教积极参与教学策略应该集中在确保他们的学生充分参与尽可能丰富的话语实施。

将远程、云可访问的量子实验纳入本科课程的可行性与挑战

Affordances and Challenges of Incorporating a Remote, Cloud-accessible Quantum Experiment into Undergraduate Courses

本文研究将Infleqtion公司云量子实验平台Oqtant纳入本科教学的可行性与挑战，通过教师和学生的反馈，论证远程量子实验可扩展实验教育机会，尤其惠及资源有限院校。

Effects of Home Resources and School Environment on Eighth-Grade Mathematics Achievement in Taiwan

Over the past decades, researchers have explored the relationship among home resources, school environment, and students' mathematics achievement in a large amount of studies. Many of them suggested that rich home resources for learning were related to higher average academic achievement. Some also suggested that the home background was closely associated with the learning environment, and therefore, influenced students' achievements. Thus, this study hypothesized that students who own more home resources would perform better than students who possess fewer resources and that schools that have…

多重内部表征对上下文丰富教学的影响

The effect of multiple internal representations on context rich instruction

本文提出了一个关于多重内部心理表征的理论模型--n-编码。的n-编码结构是从认知和成像研究的回顾，建议独立的信息处理沿不同的方式：口头，视觉，动觉，社会等的研究测试的有效性的n-编码结构的代数为基础的力学课程。四个部分不同的水平的n-编码的机会进行了比较。除了传统的指令部分作为对照组，其余三个治疗部分的每一个都给予上下文丰富的问题后，“合作组解决问题”的方法，不同的水平的n-编码的机会，设计到他们的实验室环境。为了衡量结构的有效性，解决问题的技能进行了评估，是使用力概念量表的概念学习。然而，考虑到学生对概念的信心，制定了一些新的措施，以完善学生的学习情况。结果表明，使用开发的n-编码结构设计的上下文丰富的环境可以产生学习收益的问题解决，概念知识和概念的信心。