دورية أكاديمية
Transforming a Fourth Year Modern Optics Course Using a Deliberate Practice Framework
| العنوان: | Transforming a Fourth Year Modern Optics Course Using a Deliberate Practice Framework |
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| اللغة: | English |
| المؤلفون: | Jones, David J., Madison, Kirk W., Wieman, Carl E. |
| المصدر: | Physical Review Special Topics - Physics Education Research. Jul-Dec 2015 11(2):020108. |
| الإتاحة: | American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.orgTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2015 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Science Instruction, Physics, Active Learning, Optics, College Science, Learning Activities, Instructional Design, Feedback (Response), Student Evaluation, Evaluation Methods, Experimental Groups, Control Groups, Comparative Analysis, Lecture Method, Student Attitudes, College Students |
| DOI: | 10.1103/PhysRevSTPER.11.020108 |
| تدمد: | 1554-9178 |
| مستخلص: | We present a study of active learning pedagogies in an upper-division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials and the orchestration of the classroom activities of the students. We present our process for efficiently converting a traditional lecture course based on instructor notes into activities for such a course with active learning methods. Ninety percent of the same material was covered and scores on common exam problems showed a 15% improvement with an effect size greater than 1 after the transformation. We observe that the improvement and the associated effect size is sustained after handing off the materials to a second instructor. Because the improvement on exam questions was independent of specific problem topics and because the material tested was so mathematically advanced and broad (including linear algebra, Fourier transforms, partial differential equations, and vector calculus), we expect the transformation process could be applied to most upper-division physics courses having a similar mathematical base. [This paper is part of the Focused Collection on Upper Division Physics Courses.] |
| Abstractor: | As Provided |
| Number of References: | 24 |
| Entry Date: | 2015 |
| رقم الانضمام: | EJ1076708 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1554-9178 |
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| DOI: | 10.1103/PhysRevSTPER.11.020108 |