电磁课程中的积极方法:学位,学术水平和性别对学生成绩的影响
María-Antonia Serrano1, Ana Vidaurre1, José M Meseguer-Dueñas1
1Departamento de Física Aplicada, Universitat Politècnica de València, Camino de Vera s/n, Valencia, 46021, Spain.
Heliyon
|October 16, 2023
概括
在使用翻转教室的入门电磁学课程中,学生的表现因学术水平和性别而异,高成绩的学生和男性在简要电磁评估 (BEMA) 上表现更好. 长期保留也取决于学术水平.
科学领域:
- 物理教育研究 物理学教育研究
- 工程教育 工程教育教育
- 教育技术的教育技术
背景情况:
- 导学电磁学 (E&M) 课程是工程学生的基础.
- 积极学习策略,如翻转课堂 (FC),越来越多地用于增强概念理解.
- 评估学生的学习成绩和长期留学能力对于评估教学方法至关重要.
研究的目的:
- 通过简要的电力和磁力评估 (BEMA) 来分析影响学生在电力和磁力课程中的成绩增长的因素.
- 调查学位课程,学业成绩和性别对E&M学习收益的影响.
- 检查长期的概念保留及其依赖于同样的学生因素.
主要方法:
- 一年级工程专业的学生完成了BEMA前后测试的入门E&M课程,使用翻转的课堂模型.
- 几个月后进行了第三次BEMA测试,以评估长期知识保留.
- 差异分析 (ANOVA) 用于根据学位,学术水平和性别来确定绩效增长和保留的显著差异.
主要成果:
- 不同工程学位课程之间没有发现BEMA绩效的显著差异.
- 根据学生的学术水平和性别,观察到学习收益的显著差异.
- 长期保留依赖于学术水平,男性在BEMA分数中表现优于女性,尽管课程成绩相似.
结论:
- 学生的学术水平和性别在入门电磁学课程中显著影响学习成果.
- 虽然男性的BEMA分数较高,但需要进一步调查,以了解和解决基于性别的绩效差异.
- 实施有针对性的教学策略对于改善所有学生,特别是女性的学习成果和留学能力至关重要.
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