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Improving student understanding of addition of angular momentum in quantum mechanics

Physical Review Special Topics - Physics Education Research 2013年第1期9卷 010101-010101页

作者： Guangtian Zhu Chandralekha Singh School of Education Science East China Normal University Shanghai China 200062 Department of Physics and Astronomy University of Pittsburgh Pittsburgh Pennsylvania 15260 USA

We describe the difficulties advanced undergraduate and graduate students have with concepts related to addition of angular momentum in quantum mechanics. We also describe the development and implementation of a research-based learning tool, Quantum Interactive Learning tutorial (QuILT), to reduce these difficulties. The preliminary evaluation shows that the QuILT related to the basics of the addition of angular momentum is helpful in improving students’ understanding of these concepts.

关键词： Quantum Mechanics Concept Teaching Scientific Concepts Program Descriptions Science Course Improvement Projects Computation tutorial programs Difficulty Level Student Improvement Teaching Methods Mathematical Concepts Instructional Development

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You Know Arnold Schwarzenegger? On Doing Questioning in Second Language Dyadic tutorials

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APPLIED LINGUISTICS 2012年第1期33卷 21-41页

作者： Belhiah, Hassan Al Hosn Univ Fac Arts & Social Sci Dept Educ Abu Dhabi U Arab Emirates

This study analyses question-answer (QA) sequences in second language tutorial interaction. Using conversation analysis methodology as an analytical tool, the study demonstrates how the act of questioning is a dominant form of interaction in tutoring discourse. The doing of questioning is accomplished through a myriad of forms other than interrogative questions, such as declaratively formatted utterances, and-prefacing, b-event questions, and embodied practices. QA sequences are fundamentally remedial in nature in that they revolve around tutees' linguistic needs. In this regard, questions that do not address tutees' linguistic needs are framed as being somewhat disjunctive or 'out of order'. Through the fine-grained analysis of the QA sequences in four videotaped tutoring sessions, this study contributes to the line of scholarship that seeks to demonstrate how the investigation of questions as interactional products has a bearing on our understanding of the connection between grammar and social organization.

关键词： Linguistics Second Languages Interaction Social Organizations Tutoring tutorial programs Questioning Techniques

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Transitioning students out of college: The senior LC in psychology at Wagner College

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New Directions for Teaching and Learning 2012年第132期2012卷 31-42页

作者： Nolan, Laurence J. Jenkins, Steve M. Wagner College United States

This chapter describes the senior learning community in psychology at Wagner College, which is an example of a discipline-specific curriculum-based learning community (LC). This LC acts both as a capstone to the undergraduate experience and as a transition for students from college to career. We describe the components of the LC, their development, our attempts to integrate them, and how they might be applied in other intradisciplinary LCs. © 2012 Wiley Periodicals, Inc., A Wiley Company.

关键词： Liberal Arts Transitional programs Undergraduate Study Psychology Communities of Practice Interdisciplinary Approach Program Descriptions tutorial programs Student Placement Formative Evaluation Course Descriptions Instructional Development Career Readiness

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Reading Rocks: Creating a Space for Preservice Teachers to Become Responsive Teachers

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JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION 2012年第4期33卷 365-381页

作者： Assaf, Lori Czop Lopez, Minda Texas State Univ Dept Curriculum & Instruct 601 Univ Dr San Marcos TX 78666 USA

Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers' learning about responsive teaching? The preservice teachers described the ways they came to learn about their buddies and build caring relationships with them. They reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators. This study is important because it uncovers how school-based tutoring programs, modeled as a community of practice, can provide opportunities for preservice teachers to grow professionally to become responsive educators.

关键词： Tutoring Caring Communities of Practice Preservice Teachers Preservice Teacher Education Inquiry Learning Processes Self Efficacy tutorial programs Educational Opportunities Social Cognition Internship programs Student Teaching Observation Lesson Plans Reflection Home Visits Reports Reading Instruction Literacy Teacher Response Interpersonal Competence Interpersonal Relationship

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Self- and Cohort-directed Design in Research Training tutorials for Undergraduate Researchers: Increasing Ownership and Relevance to Improve Learning Outcomes

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JOURNAL OF ACADEMIC LIBRARIANSHIP 2011年第4期37卷 327-332页

作者： Creese, Jennifer Univ Queensland Lib Social Sci & Humanities Lib St Lucia Qld 4072 Australia

This paper describes and analyses a method of self- and cohort-directed design of research training tutorials for final-year research-oriented undergraduate students at the University of Queensland, Australia. The design methodology centered on a research skills self-assessment document used at the university, and utilized Personal Response System (PRS) technology to gather the cohort's design decisions. This paper examines the pedagogical framework for this instructional approach, analyses feedback on the students' experiences and performances, and outlines future further developments for this program.

关键词： Undergraduate Students Student Research tutorial programs Research Skills Instructional Design Self Evaluation (Individuals) Relevance (Education) Outcomes of Education Foreign CountriesAustraliaAustralia

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Online Learning Communities: Enhancing Undergraduate Students' Acquisition of Information Skills

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JOURNAL OF ACADEMIC LIBRARIANSHIP 2011年第6期37卷 495-503页

作者： Dominguez-Flores, Noraida Wang, Ling Nova SE Univ Grad Sch Comp & Informat Sci San Juan PR 00924 USA Nova SE Univ Grad Sch Comp & Informat Sci Ft Lauderdale FL 33314 USA

The purpose of this study was to investigate the effectiveness of online learning communities (OLC) on enhancing the undergraduate students' acquisition of information skills. OLC was compared with online tutorials and one-shot face-to-face sessions designed to facilitate students' information skill acquisition. Data were gathered through multiple sources: a pre-test and a post-test, focus groups, course discussion postings, and course emails. The ANOVA on the post-test revealed that there was significant statistical difference among different formats. The ad-hoc Tukey test revealed that the OLC was the most effective delivery format in terms of student's acquisition of information skills.

关键词： Electronic Learning Undergraduate Students Computer Mediated Communication Focus Groups Online Courses Information Skills Higher Education tutorial programs Library Services Pretests Posttests Electronic Mail Statistical AnalysisTukeys Test

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Teaching physics novices at university: A case for stronger scaffolding

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Physical Review Special Topics - Physics Education Research 2011年第1期7卷 010109-010109页

作者： Christine Lindstrøm Manjula D. Sharma School of Physics University of Sydney New South Wales 2006 Australia

In 2006 a new type of tutorial, called Map Meeting, was successfully trialled with novice first year physics students at the University of Sydney, Australia. Subsequently, in first semester 2007 a large-scale experiment was carried out with 262 students who were allocated either to the strongly scaffolding Map Meetings or to the less scaffolding Workshop tutorials, which have been run at the University of Sydney since 1995. In this paper we describe what makes Map Meetings more scaffolding than Workshop tutorials—where the level of scaffolding represents the main difference between the two tutorial types. Using a mixed methods approach to triangulate results, we compare the success of the two with respect to both student tutorial preference and examination performance. In summary, Map Meetings had a higher retention rate and received more positive feedback from students—students liked the strongly scaffolding environment and felt that it better helped them understand physics. A comparison of final examination performances of students who had attended at least 10 out of 12 tutorials revealed that only 11% of Map Meeting students received less than 30 out of 90 marks compared to 21% of Workshop tutorial students, whereas there were no differences amongst high-achieving students. Map Meetings was therefore particularly successful in helping low-achieving novices learn physics.

关键词： Student Attitudes Physics Workshops Foreign Countries Teaching Methods Scaffolding (Teaching Technique) tutorial programs Intermode Differences Academic Persistence Concept Mapping Test Results Comparative Analysis Comparative Testing Participant SatisfactionAustraliaAustralia

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Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source tutorials

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Physical Review Special Topics - Physics Education Research 2011年第2期7卷 020105-020105页

作者： Renee Michelle Goertzen Eric Brewe Laird H. Kramer Leanne Wells David Jones Department of Physics Florida International University 11200 SW 8th Street Miami Florida 33199 USA Department of Teaching and Learning Florida International University 11200 SW 8th Street Miami Florida 33199 USA

Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant model as developed by the University of Colorado at Boulder and the Open Source tutorial curriculum developed at the University of Maryland, College Park. We examine the results of the Force Concept Inventory (FCI) for introductory students over five years (n=872) and find that the mean raw gain of students in transformed lab sections was 0.243, while the mean raw gain of the traditional labs was 0.159, with a Cohen’s d effect size of 0.59. Average raw gains on the FCI were 0.243 for Hispanic students and 0.213 for women in the transformed labs, indicating that these reforms are not widening the gaps between underrepresented student groups and majority groups. Our results illustrate how research-based instructional strategies can be successfully implemented in a physics department with minimal department engagement and in a sustainable manner.

关键词： Educational Strategies Physics Educational Change tutorial programs Effect Size Hispanic American Students Disproportionate RepresentationColorado Florida MarylandFlorida Maryland Colorado

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IS AN ONLINE LEARNING MODULE AN EFFECTIVE WAY TO DEVELOP INFORMATION LITERACY SKILLS?

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AUSTRALIAN ACADEMIC & RESEARCH LIBRARIES 2010年第3期41卷 207-218页

作者： Johnston, Nicole James Cook Univ Townsville Qld 4811 Australia

Information literacy is an integral generic skill or graduate attribute in higher education, with many higher education institutions developing information literacy policies and including information literacy in graduate attribute policies Barrie (2007) notes that universities around the world are increasingly concerned with ensuring that their students develop attributes which will better equip them for the world of work This paper focuses on online learning and its effectiveness in developing graduate attribute skills, particularly information literacy skills The project outlined in this paper revealed that students who completed an online information literacy tutorial gained an understanding of information literacy concepts and that the flexible, self-paced delivery of this module was an effective way for students to develop information literacy skills

关键词： Higher Education Social Work Information Literacy Information Skills Online Searching Online Courses Electronic Learning Learning Modules Instructional Effectiveness Computer Assisted Instruction tutorial programs Time Management Foreign CountriesAustraliaAustralia

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Contextualization in Perspective

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COGNITION AND INSTRUCTION 2009年第1期27卷 51-89页

作者： Son, Ji Y. Goldstone, Robert L. Univ Calif Los Angeles Los Angeles CA 90095 USA Indiana Univ Bloomington IN 47405 USA

Instruction abstracted from specific and concrete examples is frequently criticized for ignoring the context-dependent and perspectival nature of learning (e. g., Bruner, 1962, 1966;Greeno, 1997). Yet, in the effort to create personally interesting learning contexts, cognitive consequences have often been ignored. To examine what kinds of personalized contexts foster or hinder learning and transfer, three manipulations of perspective and context were employed to teach participants Signal Detection Theory (SDT). In all cases, application of SDT principles was negatively impacted by manipulations that encouraged participants to consider the perspective of the signal detector (the decision maker in SDT situations): by giving participants active detection experience (Experiment 1), biasing them to adopt a first-person rather than third-person perspective (Experiment 2), or framing the task in terms of a well-known celebrity (Experiment 3). These contexts run the risk of introducing goals and information that are specific to the detector's point of view, resulting in sub-optimal understanding of SDT.

关键词： Context Effect Perspective Taking Form Classes (Languages) Grammar Evidence tutorial programs Social Cognition Medical Education Concept Mapping Decision Making Skills

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