相关论文: Sixteen years of Collaborative Learning through Ac…
We have previously described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at a large public research one university (Original University) and…
Laboratory courses are key components of most undergraduate physics programs. Lab courses often aim to achieve the following learning outcomes: developing students' experimental skills, engaging students in authentic scientific practices,…
Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other…
There is some evidence that conceptual inquiry-based introductory physics lab curricula, such as RealTime Physics, may improve students' understanding of physics concepts. Thus, these curricula may be attractive for instructors who seek to…
The introduction of active learning into physics education at the university level may be crucial for improved learning outcomes. In UNIST (Ulsan National Institute of Science and Technology), introductory physics has been redesigned to…
The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was developed as a broadly applicable assessment tool for undergraduate physics lab courses. At the beginning and end of the semester, the E-CLASS…
The Learning Assistant (LA) model supports instructors in implementing research-based teaching practices in their own courses. In the LA model, undergraduate students are hired to help facilitate research-based collaborative-learning…
Psychologists have long known that an expert in a field not only knows significantly more individual facts/skills than a novice but also has these facts/skills organized into a mental hierarchy that links the individual facts (at the bottom…
In this paper, we describe how we transformed our large-enrollment introductory physics sequence for life-science students to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We have reformed…
Student learning in instructional physics labs is a growing area of research that includes studies exploring students' beliefs and expectations about experimental physics. To directly probe students' epistemologies about experimental…
Since 2010, the Yale physics department has offered a novel calculus-based introductory physics for the life science (IPLS) sequence, that re-imagines the IPLS syllabus to include a selection of biologically and medically relevant topics,…
Student learning in undergraduate physics laboratory courses has garnered increased attention within the PER community. Considerable work has been done to develop curricular materials and pedagogical techniques designed to enhance student…
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
As part of a comprehensive effort to transform our undergraduate physics laboratories and evaluate the impacts of these efforts, we have developed the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). The…
This research aims to demonstrate that AI can function not only as a tool for learning, but also as an intelligent agent with which humans can engage in collaborative learning (CL) to change epistemic practices in science classrooms. We…
Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a…
This study investigates how Learning Assistants (LAs) and related course features are associated with inequities in student learning in introductory university physics courses. 2,868 physics students' paired pre- and post-test scores on…
We have designed an introductory laboratory course that engaged first-year undergraduate students in two complementary types of iteration: (1) iterative improvement of experiments through cycles of modeling systems, designing experiments,…
The scope of this paper was to find out how the students in Computer Science perceive different teaching styles and how the teaching style impacts the learning desire and interest in the course. To find out, we designed and implemented an…
The cyclic format of the undergraduate physics curriculum depends on students' ability to recall and utilize material covered in prior courses in order to reliably build on that knowledge in later courses. However, there is evidence to…