论文标题
基于证据的翻转或积极参与的非启动课程对入门物理学的学生表现的影响
Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics
论文作者
论文摘要
我们描述了物理教育基于研究的教学技术对验证概念调查对学生绩效的翻转和积极参与课程的影响。我们比较了课程中的学生表现，这些课程大量利用了基于证据的主动参与（EBAE）策略，主要使用基于讲座的教学（LB）教学的课程。所有课程都有大量入学人数，通常有100-200名学生。此处介绍的经过验证概念调查的数据分析包括来自基于代数和微积分的介绍性物理学课程的两学期序列的大量学生的数据。用于评估第一学期和第二学期学生学习的概念调查分别是力量概念清单和电力和磁性的概念调查。 In the research discussed here, the performance of students in EBAE courses at a particular level is compared with LB courses in two situations: (I) the same instructor taught two courses, one of which was a flipped course involving EBAE methods and the other an LB course, while the homework, recitations and final exams were kept the same, (II) student performance in all of the EBAE courses taught by different instructors were averaged and compared with LB同一类型的课程也平均在不同的讲师上。在所有情况下，我们都会发现，即使在概念调查中，基于概念性调查的相同类型的基于相同类型的基于讲座的教学，即使在指导前没有统计学意义的差异，但在课程中，平均而言，在课程中大量使用积极参与策略的学生在课程中表现出色。我们还讨论了经过验证的概念调查的表现与期末考试之间的相关性，该考试通常对解决定量问题解决。
We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses which make significant use of evidence-based active engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrollment and often had 100-200 students. The analysis of data for validated conceptual surveys presented here includes data from large numbers of students from two-semester sequences of introductory algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the Force Concept Inventory and the Conceptual Survey of Electricity and Magnetism, respectively. In the research discussed here, the performance of students in EBAE courses at a particular level is compared with LB courses in two situations: (I) the same instructor taught two courses, one of which was a flipped course involving EBAE methods and the other an LB course, while the homework, recitations and final exams were kept the same, (II) student performance in all of the EBAE courses taught by different instructors were averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, we find that students in courses which make significant use of active-engagement strategies, on average, outperformed students in courses using primarily lecture-based instruction of the same type on conceptual surveys even though there was no statistically significant difference on the pretest before instruction. We also discuss correlation between the performance on the validated conceptual surveys and the final exam, which typically placed a heavy weight on quantitative problem solving.
