基于项目的学习对大学物理教育的影响:增强认知技能和核心能力
Chenglong Wang1, Lirong Song1, Jun Jiang1
1School of Educational Sciences, Harbin Normal University, Harbin, China.
Frontiers in psychology
|October 2, 2025
概括
与传统讲座相比,基于项目的学习 (PBL) 显著提高了物理学学生的概念理解和解决问题的技能. 此外,PBL还促进了参与和协作,尽管实施需要仔细规划.
科学领域:
- 物理教育研究 物理学教育研究
- 高等教育教学的教学.
背景情况:
- 基于项目的学习 (PBL) 是大学物理学的传统讲座式教学的替代方案.
- 这项研究调查了PBL对本科生概念理解,问题解决,实践技能,参与度和动机的影响.
研究的目的:
- 为了比较PBL与大学物理中的基于讲座的教学之间的有效性.
- 分析PBL对物理学专业认知和情感结果的影响.
主要方法:
- 一个混合方法的准实验设计,有150个物理专业在三个大学.
- 随机分配到PBL (n=75) 或讲座 (n=75) 组,采用定量 (前/后测试) 和定性 (观察,采访) 数据收集.
- 多重回归分析对基线知识进行控制,以确定成功的预测因素.
主要成果:
- PBL组在概念理解 (科恩d=1.85) 和解决问题 (科恩d=0.72) 方面表现出显著更大的进步.
- 定性数据表明,学生的参与度,协作和物理原理的实际应用增加了.
- 最初的表现和参与预测了测试后的成功 (R2 = 0.65,p < 0.001).
结论:
- PBL 显著提高了认知和实践技能,促进了大学物理学的批判性思维和团队合作.
- 实施的挑战包括增加的准备时间和需要专门的协助.
- 未来的研究应该探索PBL的长期影响和跨学科的适应性.
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