Physics Education Research The key to student learning物理教育研究对学生学习的关键.pptVIP

Physics Education Research:the key to improving student learning Lillian C. McDermott Department of Physics University of Washington Seattle, Washington Students with similar background tend to: – have similar ideas at same stage of instruction  – respond in similar ways to same instructional strategy  Need for control groups is minimized when: – student populations are large – goal of an instructional strategy is a large change  Interpreting and applying a wave model for light Examples of conceptual difficulties from written examinations and individual demonstration interviews Determining what students can and cannot do Questions on single-slit diffractionGiven after standard instruction in introductory calculus-based course Would minima appear on a distant screen? If so, find the angle to the first minimum. (30 modern physics students, 16 introductory students) Situation: Distant light source, mask with slit, and screen Task: What would be observed on the screen as slit is narrowed? Explain. Diagrams drawn by student student explanation: light must “fit” through slit mistaken belief: the amplitude of a light wavehas a spatial extent Tutorials respond to the research question: Is standard presentation of a basic topic in textbook or lecture adequate to develop a functional understanding? (i.e. the ability to do the reasoning necessary to apply relevant concepts and principles in situations not explicitly studied) If not,  what needs to be done? Can explanations by lecturer substitute fordirect experience of students?? Two professors at UW tried to save time through demonstrations and homework Example of assessment of student learning through pretesting and post-testing in physical optics Tutorials guide students in constructing and applying a basic wave model for light. Develop basic interference concepts in context of water waves path length (and phase) difference superposition mathematical formalism Make appropr