论文标题
使用网络分析和COPUS观察来表征物理中的主动学习环境
Characterizing active learning environments in physics using network analysis and COPUS observations
论文作者
论文摘要
这项研究使用社交网络分析和本科STEM（COPU）的课堂观察方案来表征六个基于研究的入门物理课程。研究了同行指导，建模指导，小岛，扩展，上下文富裕的问题和入门物理学中的教程。在学期的开始和结束时，每个课程中的学生都进行了一项调查，要求他们自我识别与他们在课堂上进行有意义互动的同伴。从学期开始到学期结束时，每个课程都显示出学生联系的平均数量有所增加，建模指导，扩展和上下文问题的问题最大。建模教学是唯一的课程，对学生网络的紧密联系发生了巨大变化。除了同行指导外，所有课程的传递性都提高了。我们还在使用COPUS的术语观察课程的中间，每个研究站点花费了一个星期。从这些观察结果中，学生的COPUS概况在教程，岛屿朗诵和上下文问题的讨论部分看起来几乎相同。这很可能是由于可以编码为“其他小组活动”的活动的大量解决，这表明需要使用更详细的观察工具。
This study uses social network analysis and the Classroom Observation Protocol for Undergraduate STEM (COPUS) to characterize six research-based introductory physics curricula. Peer Instruction, Modeling Instruction, ISLE, SCALE-UP, Context-Rich Problems, and Tutorials in Introductory Physics were investigated. Students in each curriculum were given a survey at the beginning and end of term, asking them to self-identify peers with whom they had meaningful interactions in class. Every curriculum showed an increase in the average number of student connections from the beginning of term to the end of term, with the largest increase occurring in Modeling Instruction, SCALE-UP, and Context-Rich Problems. Modeling Instruction was the only curriculum with a drastic change in how tightly connected the student network was. Transitivity increased for all curricula except Peer Instruction. We also spent one week per research site in the middle of the term observing courses using COPUS. From these observations, the student COPUS profiles look nearly the same for Tutorials, ISLE recitations, and Context-Rich Problems discussion sections. This is likely due to the large resolution of activities that can be coded as "other group activity", suggesting the need for a more detailed observation instrument.
