在一个大规模注册的物理课堂上提高了学习效果
Louis Deslauriers1, Ellen Schelew, Carl Wieman
1Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, BC, Canada.
概括
基于研究的入门物理教学导致与传统讲座相比,学习的两倍以上. 这种方法也增加了学生的出席率和参与度.
科学领域:
- 物理学教育研究 物理学教育研究
- 学习中的认知心理学.
背景情况:
- 传统的基于讲座的教学在本科物理中很常见.
- 认知心理学和物理教育的研究提供了替代的教学方法.
研究的目的:
- 为了比较基于研究的教学与在本科物理课程中传统讲座的有效性.
- 量化学习成果,出席率和参与度的差异.
主要方法:
- 两个大部分 (N=267,N=271) 的入门物理课程进行了比较.
- 一个部分接受了3个小时的传统讲座从一个经验丰富的教师.
- 另一部分接受了3个小时的基于研究的教学,由受过训练的,缺乏经验的教师指导.
主要成果:
- 基于研究的教学组与传统的讲座组相比,表现出两倍多的学习能力.
- 在以研究为基础的教学部分,学生出席率更高.
- 在以研究为基础的教学部分,学生参与度也更高.
结论:
- 基于认知心理学和物理教育研究的教学方法显著提高了学生的学习能力.
- 基于研究的教学是一种比传统的入门物理讲座更有效的教学策略.
- 实施基于证据的教学方法可以提高学生的参与度和学术成果.
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